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Chapters 5
The Middle Phase of Group Counseling
Please note that the items marked with a “w” are also available as interactive Tutorial
1. w In the group for children who had lost someone close to them one child raised his
feelings by what means? (p. 100)
2. The worker’s intervention designed to explore resistance in the group for parent’s
of hyperactive children consisted of which of the following: (p. 107)
3. w In the example from the psychiatric day patient group, the group leader needed to
encourage which mutual aid process? (p. 103-104)
4. A common pattern in which the group leader provides individual
counseling to a client within a group setting is: (p. 108)
5. Group members hinting at a concern, acting out their concerns, and
employing metaphor or allegory as a means of presenting an issue are
examples of: (p. 100)
Test Bank-33
6. w When a group member attacks the helping professions in general as well as the
group leaders in particular this may be seen as an attempt to: (p. 103-104)
7. When group members do not respond to strong emotions raised by an
individual member, the group leader should view the group members’ response:
(p. 101)
8. w The group leader must be with both clients at the same time. Most often, in this
chapter, who are the two clients in this statement? (p. 104)
9. The problem of responding to a member’s general comment by asking all
the other group members if they too feel that way, and then forgetting to
return to the original member, is one of the most common problems in the
__________ stage of group work. (p. 109)
10. The skill of observing the second client by watching for verbal and
nonverbal clues as to their reactions while a member is speaking is: (p. 101)
11. An exercise used in some groups at the start of the session, in which each
member briefly shares what has happened to him or her during the
preceding week is: (p. 103)
True or False Questions
the use of clay modeling of his figure. (p. 102)
aid for the client by involving the other members. (p. 108)
interpreting individual members’ indirect communications. (p. 109)
feelings by stimulating the same feelings in the worker. (p. 100)
remaining alert to verbal and nonverbal clues signaled by the individual. (p. 101)
