Q&A Hero

Q: The outreach approach includes educational endeavors of all of the following EXCEPT a. skills training. b. education of the community. c. consultation. d. change agent.

Q: All of the following are considered as alternative helping roles EXCEPTa. advocate.b. diagnostic expert.c. facilitator of indigenous support systems.d. change agent.

Q: Who is likely to receive the greatest benefit from direct community services? a. Teenagers participating in an AIDS awareness/prevention workshop b. A heroine addict c. The leader of a gang d. A child abuser

Q: Any indigenous healing practices may a. cause helpers to feel a heightened sense of anxiety. b. benefit the helper's self-care program. c. require helpers to abandon their own religious or spiritual values. d. may be unethical and illegal.

Q: Becoming a culturally competent helper requires being open to a. indigenous health and healing practices. b. psychodynamic explanations for clients' irrational behavior. c. higher malpractice insurance premiums. d. working longer hours in one's office and doing more paperwork.

Q: Marilyn's 5-year-old daughter has the flu and needs to be admitted to the hospital for dehydration. Marilyn wants to stay overnight with her in the hospital, but the head nurse refuses her request. When Marilyn comes to you for help, you find out the hospital procedure for overnights, discuss this with Marilyn, and decide that you both should try to approach the head nurse about the situation. In this instance, you are using which of the following indirect client services? a. Outreach activities b. Client advocacy c. Confronting ethical issues d. Networking

Q: _____ is a multifaceted approach combining direct and indirect services to help community members live more effectively and to prevent the problems most frequently faced by those who use the services. a. Group counseling b. Community counseling c. Client advocacy d. Preventative education

Q: Feedback occurs when both members and leaders share with each other their personal reactions about one another. Discuss the benefits and possible risks of feedback.

Q: Many of the problems for which people seek professional assistance are rooted in interpersonal difficulties. Discuss the benefit of using group work to change the predictable patterns of people and possible risks.

Q: List 2 different types of groups and explain their differences.

Q: List 2-3 recommendations the authors state for group leaders to use to teach members how to get the most from a group experience.

Q: Briefly explain the importance to personally participating in a group as a member.

Q: Two group leaders who are co-facilitating a group must attend to all of the following EXCEPT a. their own individual development. b. their development as a co-leading team. c. the development of the group they are facilitating. d. the development of their co-leader.

Q: Which of the following has NOT been cited in the literature as a potential disadvantage to the co-leadership model?a. Relationship difficulties between the leadersb. Leaders working collectivelyc. Ineffective communicationd. Overdependence on the co-leader

Q: Which of the following is NOT considered a group leadership skill?a. Helping members create trustb. Linking members' workc. Slowing down the pace of disclosure and risk takingd. Preparing members for closure

Q: Leading a group is _____ than working on an individual basis with clients. a. far less complex b. somewhat less complex c. somewhat more complex d. far more complex

Q: Assisting a group member in turning insight into action is most likely to occur in which stage? a. Working b. Transition c. Initial d. Final

Q: At which stage of a group are the group activities of terminating, summarizing, learning to cope with relapse, and designing action plans most evident? a. Working b. Transition c. Initial d. Final

Q: Cohesion and productivity are most closely associated with the a. working stage. b. transition stage. c. pre-group stage. d. initial stage.

Q: In actual practice, all of the following take place EXCEPT a. the transition stage and the working stage merge with each other. b. individual differences among members exist at all of the stages of a group. c. themes of trust, conflict, and reluctance to participate may reemerge in the working stage. d. careful thought and planning are necessary to lay a solid foundation for any group and is imperative during the working stage.

Q: Teaching participants some general guidelines of group functioning, teaching members basic interpersonal skills, and assisting members to express their fears and expectations are all group leadership functions during the a. working stage. b. transition stage. c. initial stage. d. final stage.

Q: Developing ground rules, setting norms, and establishing concrete personal goals are the primary tasks of which stage of a group? a. Initial b. Transition c. Working d. Final

Q: Which of the following is NOT true as it pertains to the stages of a group?a. The tasks of a group leader are different for each stage.b. Understanding the typical patterns during the various stages of a group provides a useful perspective for predicting problems and intervening in appropriate ways.c. The stages in the life of a group flow neatly in a predictable way.d. Knowledge of critical turning points of a group is essential for a leader.

Q: Which stage of a group has the focus of consolidating what members learned in the group? a. Transition b. Final c. Pre-group d. Initial

Q: Which stage of a group is most clearly associated with exploring personal issues in some depth and increased group cohesion? a. Transition b. Final c. Initial d. Working

Q: Which stage of a group is characterized by dealing with conflict, defensiveness, and resistance? a. Working b. Transition c. Final d. Initial

Q: Which of the following statements about structured groups isNOT true? a. Structured groups are sometimes referred to as psychoeducational groups. b. Structured groups are designed to deal with an information deficit in a certain area. c. A structured group might focus on managing relationships and ending relationships. d. Structured groups and counseling groups are synonymous terms.

Q: The value of group work includes all of the following EXCEPT a. universal human themeswillnotbe sharedor explored. b. groups offer hope to members that a new kind of life is possible. c. the caring and acceptance within a group can be a powerful healing force. d. groups provide the opportunity for learning from the feedback of many others.

Q: According to the Coreys, group work is the treatment of choice primarily because a. the dollars are stretched more. b. there are inherent values in the group process that lead to self-understanding, healing, and change on the part of the members. c. clients generally trust a group counselor more than they trust an individual counselor. d. insurance companies will reimburse clients for group services more often than for individual psychological services.

Q: The focus of most group work today can be characterized by a. an unstructured personal growth orientation. b. long-term group treatment. c. emphasizing self-actualization and human connections. d. short-term interventions aimed at remediation of specific problems.

Q: Group therapy fits well into the managed care scene because groups offer all of the following EXCEPT a. they can teach problem-solving strategies and interpersonal skills. b. they are often time limited. c. they can be designed to be expensive and long term. d. they can be an antidote to the impersonal culture in which many clients live.

Q: Which of the following is true concerning co-leaders in group work? a. When co-leaders have differences in leadership style, they will not be able to work cooperatively. b. Co-leaders need to make a commitment to meet regularly before and after each session. c. A disadvantage of co-leading is that it can facilitate an awareness of countertransference that emerges within the group. d. A cohesive group will not be affected by incompatible co-leaders.

Q: Group members give feedback as a means of a. offering an external view of how the person appears to others. b. increasing the pace of the group process. c. providing help when clients are facing difficult struggles. d. facilitating deeper levels of group interaction.

Q: Which of the following is LEAST likely to be a structured group?a. Chemical dependency groupb. Learning coping skillsc. Personal-growth groupd. Parenting skills group

Q: Differences that exist among group members a. may become catalysts for growth. b. usually prevent groups from developing into a cohesive unit. c. should primarily be determined in the screening phase. d. are inappropriate to point out until the group becomes a working unit.

Q: An individual can get the most from a group experience by a. recognizing that trust just happens in a group and with it, a sense of safety and security. b. being aware of respecting and maintaining the confidentiality of what goes on in group. c. quickly intervening by comforting others when they are experiencing feelings. d. giving others advice when they bring up a problem.

Q: Group work can be seen as a treatment of choice because of all of the following EXCEPT a. through feedback of other members and the leader, individuals have a chance to learn about themselves. b. by sharing feelings with others in the group, members feel less alone. c. group offers members hope that a new life is possible. d. the caring and acceptance that develop in a group are not helpful to healing.

Q: Define multiple-role relationships in supervision and illustrate when it is beneficial and when it is harmful.

Q: The best practice guidelines support supervisors in their work and clarify most aspects of the supervisory process. Describe and explain how these guidelines are designed to help supervisors.

Q: Briefly discus the best way to deal with challenges and self-doubts.

Q: Briefly explain what the authors mean when they say to be open to multiple sources of learning. List a few of these multiple sources.

Q: List 2-3 practical strategies for getting the most value out of your fieldwork placements.

Q: Through __________ process, supervisees can learn ways to conceptualize what they are doing with their clients by reflecting on what they are learning about interpersonal dynamics in the supervisory relationship. a. group supervision b. the challenging self-doubts c. informed consent d. parallel

Q: __________ is a time-efficient and unique format that assists trainees in developing skills in conceptualizing case and in implementing a variety of treatment interventions. a. Individual supervision b. Informed consent c. Group supervision d. Focus of supervision

Q: Which of the following is true regarding making mistakes? a. It provides trainees with an opportunity for self-reflection, critical thinking, and, ultimately, learning and change. b. It is expected during a counselor trainee's coursework; however, once the trainee begins his or her internship and interacts with clients, mistakes are deemed unacceptable. c. It is never acceptable for those who wish to pursue a career in the helping professions. d. It often leads to unethical behaviors.

Q: Lynn, a school counselor trainee, mentioned to her supervisor that she has attended a number of Native American cultural events in the community since a number of the students she counsels are Native American. Lynn's supervisor should a. commend her for taking the initiative to learn about Native American culture and make connections with potential resources in the community. b. caution her to watch her boundaries and not become overly invested in the students' lives outside of the school setting. c. assume she is over-identifying with her Native American students, and consequently paying less attention to her other students. d. reprimand her for not requesting preapproval to attend the events.

Q: Antonio is a client who suffers from bipolar disorder. He will be most effectively counseled by a clinician who a. also has experienced bipolar disorder and understands the problem in a very personal way. b. can empathize with him and understand his world. c. has rarely experienced psychological pain. d. experiences counter transference with bipolar clients.

Q: Paula completed her internship at an agency serving clients suffering from brain injuries and realized that she did not have the temperament to work well with this population. One may conclude that a. the internship was a complete waste of Paula's time. b. the experience taught Paula a valuable lesson about her abilities and interests. c. Paula won"t be able to work well with other client populations and should reconsider career options. d. Paula should continue working with this population until she is comfortable working with them.

Q: Most graduates of human services programs report wishing they had been able to a. participate in even more fieldwork activities. b. take more theory courses. c. take more statistics courses. d. extend the length of their training.

Q: The Coreys recommend that trainees keep a journal during their field placements a. in which they record observations, experiences, concerns, and personal reactions to their work. b. primarily to document unethical or unprofessional behaviors of their supervisors. c. solely to log their hours. d. to jot down the advice that the other trainees give them.

Q: Field supervisors are likely to expect trainees to possessall of the following skills and/or knowledge EXCEPT a. ability to connect with others. b. ability to be proactive rather than reactive. c. ability to work with diverse cultures. d. an understanding of ethics, but not of confidentiality issues.

Q: When the Coreys asked practitioners about the skills they most need in their present jobs,all of the following skills werementioned EXCEPT a. counseling skills. b. supervisory skills. c. personal crisis experience. d. the ability to write a proposal.

Q: If you plan to be an administrator of a human services program, self-awareness skills will be a. instrumental in helping you do your job well. b. of little value professionally, although they will be useful in enhancing your personal life. c. deemphasized in your training program. d. not needed in their managerial role.

Q: When interviewing for a field placement, you should a. avoid asking questions and allow the interviewer to do most of the talking. b. assume an active role by asking questions about the placement and the training experience you can expect. c. be careful to not appear overly enthusiastic and ask questions only if the interviewer invites you to do so. d. nod affirmatively throughout the interview, so as to demonstrate your listening skills.

Q: Which of the following is NOTa goal of fieldwork instruction programs? a. To broaden students' sociocultural understanding of the individual, the family, the community, and relevant social systems b. To help students extend self-awareness and achieve a sense of professional identity c. To help students expand their awareness of professional role relationships within their organization as well as the agency's role in the community d. To assist students in recognizing and respecting cultural diversity and explain this understanding is minimally important

Q: Supervisors play multiple roles in the supervision, which means a. that the boundaries are not always clear. b. that supervision and therapy ought to be combined in the supervisory process. c. any mixing of roles by supervisors is highly unethical. d. supervisors should not point out to a supervisee his or her blocks and countertransferences with clients.

Q: All of the following are listed in the text as ways to profit from your supervisionEXCEPT a. expressing your reactions. b. never saying I don"t know. c. learning from supervisors without copying them. d. focusing on client's dynamics and one's own dynamics as a counselor.

Q: If you have trouble with a supervisor, the answer to the problem generally lies in following which course of action? a. Talking to your supervisor b. Finding a new supervisor c. Reporting the supervisor to his or her superior d. Pretending that everything is fine

Q: Which of the following isNOT a characteristic of effective supervisors? a. Professional supervisors have training in supervision. b. Supervisors do not provide supervisees with immediate feedback. c. Supervisors provide clear goals for supervision. d. They are knowledgeable about ethical and legal matters.

Q: Ann's field placement involves working with victims of domestic abuse. Formerly an abuse victim herself, Ann over-identifies with several clients and has told her field supervisor that she wants to help other victims as she had been helped. It would be best if Ann a. changed her placement so she is not working with abuse victims. b. asked her supervisor for therapy in order to overcome her difficulties working with domestic abuse clients. c. recognized that she is not personally fit for the profession. d. sought personal therapy along with supportive supervision.

Q: Which of the following is a good suggestion for getting the most value out of your field placement? a. Expect the agency to give you responsibility for providing services to clients early in the placement. b. Concentrate on the field placement tasks assigned, paying little attention to the administrative aspects of the program. c. Look for ways to apply what you are learning (or have learned) in your academic courses to your experiences in the field. d. Try to concentrate on those areas that you are most competent with instead of trying techniques that may not be familiar to you.

Q: Angie feels uneasy because she is in a field placement in which she is being minimally supervised. Her first step in addressing this problem should be to a. discuss the situation with her supervisor. b. keep her feelings to herself and gain what she can by observing other professionals at the agency. c. demand the supervision that was agreed upon when she contracted with the agency for field placement. d. complain to administrators at her university program who are the ones responsible for contracting with the agency.

Q: Ineffective counseling supervisors a. are knowledgeable about ethical, legal, and regulatory aspects of the profession. b. tend to poorly define what is expected of the supervisee. c. provide direct and immediate feedback closely tied to a supervisee's behavior. d. state the purposes of the supervisory relationship and explain the procedures to be used.

Q: If your goal is to maximize the profit you gain from field supervision, which of the following would be an INEFFECTIVEstrategy that would hinder you from attaining that goal? a. Keep your limitations from your client. b. Express your reactions in supervision meetings. c. Be willing to learn from your supervisors, yet try different styles. d. Focus on learning models of helping clients as well as understanding your dynamics of a helper and a person in relationship to your client.

Q: Joe is an intern at an agency that serves chemically dependent adolescent clients. His supervisor believes that harsh confrontation is the best way to cut through their stubborn defenses. Uncomfortable using this counseling technique, it would be best if Joe would a. find an agency that he is more comfortable working in. b. be open to using confrontation as a counseling technique, while moderating the harshness of his supervisor. c. ignore the supervisor's confrontational technique and use methods of counseling that are more familiar to him. d. recognize that the supervisor will not be open to discussing the matter and see it as an attack on his style of counseling.

Q: Sally has had little training in working with families, but is asked to counsel a family. It would be best if she would a. take the family on and learn from the experience. b. ask the supervisor if she could observe and participate as a co-therapist with the family. c. work with the children because they are less threatening. d. refer the family out of the agency.

Q: Which of the following is a recommended suggestion for deriving the maximum benefit from fieldwork and supervision? a. Limit yourself to one kind of population in order to gain expertise in that area. b. Try to make the agency fit your needs and expectations. c. Recognize that your training has totally prepared you for the fieldwork experience. d. Make connections in the community. Learn how to use community resources and how to draw on support systems beyond the field placement site.

Q: Explain the controversy of multiple relationships and the ethics codes of the professional organizations.

Q: List and explain 2-3 multiple relationships that could be more beneficial than harmful to a client.

Q: Briefly explain the importance of having boundaries with social media.

Q: Describe a time when combining professional and personal relationships may occur.

Q: List 2-3 guidelines for setting boundaries.

Q: Home-based therapy has been used extensively with __________, mainly because many of these individuals have difficulty trusting traditional mental health professionals. a. ethnic majority populations b. ethnic minority populations c. non-ethnic majority populations d. married white women

Q: Mental health professionals must learn how to effectively and ethically manage multiple relationships, including dealing with the power differential that is a basic part of most professional relationships, managing boundary issues, and striving to avoid the a. use of power. b. limit of power. c. misuse of power. d. increase in power.

Q: A __________ is a serious breach that causes harm to the client. a. boundary setting b. boundary relationship c. boundary crossing d. boundary violation

Q: __________ occur when professionals assume two or more roles simultaneously or sequentially with a person seeking their help. a. Multiple relationships b. Professional relationships c. Personal relationships d. Normal relationships

Q: One way to broaden your awareness of the importance of creating and maintaining appropriate boundaries in the helping relationship is to a. focus on your personal relationships and the boundaries you place on them. b. complete the self-inventory on managing boundaries. c. determine if boundaries are necessary in the relationship. d. understand the only time boundaries are needed is when working with ethnic minority populations.

Q: __________ should be evaluated by considering factors such as context, history, current status of the professional relationship, the reaction of the client to the multiple relationships, and how the therapist explains the purpose of the boundary crossing within the context of the goals of the professional relationship. a. Sexual overlapping relationships b. Sexual non-overlapping relationships c. Nonsexual non-overlapping relationships d. Nonsexual overlapping relationships

Q: A study showed that when deciding whether or not to accept gifts from clients, psychologists were more likely to accept gifts that were a. inexpensive, culturally appropriate, and given as a sign of appreciation at the end of treatment. b. inexpensive, but sentimental in value. c. offered any time during the course of treatment as a token of gratitude as long as they were relatively inexpensive. d. expensive and tasteful.

Q: Discussing sexual feelings about clients a. should never occur under any circumstances. b. should occur only with one's religious or spiritual advisor. c. should ideally occur during internships and peer supervision groups. d. should occur only with the client.