1. The basic assumption underlying the person-centered approach is
a.
members are prone to faulty thinking.
b.
members need guidance from an expert to resolve their problems.
c.
members need a structured learning experience to benefit from a group.
d.
human beings tend to move toward wholeness and self-actualization.
2. Which of the following is NOT considered as a condition that fosters and nurtures creativity?
a.
Psychological safety
b.
Psychological freedom
c.
Structured exercises by the group leaders
d.
Openness to experience
c
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Person-Centered Expressive Arts in Groups
person-centered perspective
3. Which of the following would be stressed the most in a person-centered group?
a.
Confronting members with early decisions that are no longer appropriate
b.
Getting members to involve themselves in fantasy exercises
c.
Active listening and responding and empathy
d.
Lack of positive regard
c
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person-centered context
4. Rogers questioned the validity of all the following widely used therapeutic procedures EXCEPT
a.
b.
c.
d.
a
1
Introduction
d
Introduction
model to actual group practice
5. A person-centered group counselor is best described as a
a.
teacher.
b.
friend.
c.
judge.
d.
facilitator.
d
1
Role and Functions of the Group Leader
model to actual group practice
6. Which of the following is considered important in the person-centered approach?
a.
Accurate interpretation on the part of the leader
b.
Accurate diagnosis and formulation of a treatment plan
c.
The attitudes of a group leader
d.
Analysis of underlying dynamics of behavior
c
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Role and Functions of the Group Leader
person-centered context
7. The crucial factor that determines the outcome of the person-centered group is
a.
the leader’s technical skills.
b.
the leader’s relationship with the members in the group.
c.
the leader’s knowledge of group dynamics.
d.
the members’ willingness to think rationally.
b
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Role and Functions of the Group Leader
person-centered context
8. Empathy refers to the group leader’s ability to
a.
like the members.
b.
feel exactly what the members are feeling and to share experiences that are similar to those of the members.
c.
objectively understand the dynamic of a member.
d.
sense accurately the feelings and personal meanings members are experiencing.
d
1
group, and be able to describe the outcomes of such a group
9. The congruence of a group leader implies
a.
empathy.
b.
respect.
c.
immediacy.
d.
genuineness.
d
1
model to actual group practice
10. Which technique is typically used in the person-centered group?
a.
Probing and questioning
b.
Listening and understanding
c.
Direct confrontation of games in an aggressive manner
d.
Structured communication exercises in groups
b
1
model to actual group practice
11. Which procedure is NOT typically used in a person-centered group?
a.
Diagnosis and evaluation and advice-giving
b.
Active listening
c.
Empathy
d.
Responding with immediate feelings
a
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Evaluation of the Person-Centered Approach to Groups
approach with culturally diverse populations
model to actual group practice
12. Person-centered groups, whose size often reached 75 to 800 people, were developed by Carl Rogers and his associates
and were called
a.
person-centered villages.
b.
large community groups.
c.
person-centered retreats.
d.
expressive arts camps.
13. Which of the following is NOT a key principle in person-centered expressive arts?
a.
The role of a facilitator is to evaluate members’ art.
b.
Most of us are creative.
c.
Acceptance is critically important as members express themselves.
d.
Person-centered expressive arts can supply methods for structuring group process.
a
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Person-Centered Expressive Arts in Groups
effectively in schools
14. The key elements of a person-centered learning environment include the following features EXCEPT
a.
teachers place a great deal of emphasis on imparting information to students.
b.
students develop responsibility, self-discipline, and the ability to work cooperatively.
c.
teachers move in the direction of becoming more genuine, more understanding, and more caring toward their
students.
d.
teachers, from elementary school classrooms to graduate schools, discover ingenious ways to help students
learn and make decisions.
a
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Applying the Person-Centered Approach to Group Work in Schools
THEO.CORE.16.10.05 – Understand how the person-centered approach may be used
effectively in schools
15. The attitudes of the therapist: congruence, accurate empathic understanding, and caring are considered by the person-
centered approach to be
a.
necessary but not sufficient to effect change.
b.
neither necessary nor sufficient factors of client change.
c.
both necessary and sufficient factors to effect change within the members.
d.
a reflection of the leader’s temperament.
b
1
Introduction
THEO.CORE.16.10.03 – Describe the role and functions of the group counselor within the
person-centered context
16. Which of the following is a contribution of the person-centered approach to groups?
a.
It focuses on an objective view of behavior.
b.
It has relied on research to validate the concepts and practices of this approach.
c.
It has generated a wide range of therapeutic techniques.
d.
It stresses the leader’s ability to translate therapy into practice by focusing on the skill development of the
leader.
b
1
Evaluation of the Person-Centered Approach to Groups
model to actual group practice
17. Which of the following is NOT considered a key concept of the person-centered approach?
a.
Existential vacuum
b.
Congruence
c.
Unconditional positive regard
d.
Empathic understanding
a
1
model to actual group practice
18. The best definition of empathy is
a.
to feel pity for the client.
b.
to tell the client that you know what he or she is feeling.
c.
to sense the private world of the client as if it were your own.
d.
to feel sympathy.
c
1
model to actual group practice
19. The concept of unconditional positive regard is most closely associated with
c
1
model to actual group practice
a.
warmth.
b.
trust.
c.
congruence.
d.
genuineness.
20. Which of the statements below does not capture Rogers’ perspective on group leadership styles?
a.
Rogers affirmed the value of diverse styles of facilitation.
b.
Rogers disliked leaders who manipulated the group toward some unspoken agenda or who seemed to thrive on
dramatics.
c.
Rogers did not look favorably upon the use of techniques or exercises to get a group moving.
d.
Rogers approves of the use of techniques.
d
1
Application: Therapeutic Techniques and Procedures
model to actual group practice
21. Rogers’s original conviction was that the core conditions work
a.
sequentially.
b.
together rather than operating independently.
c.
intermittently.
d.
independently.
b
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THEO.CORE.16.10.07 – Be able to demonstrate the ability to apply the basic concepts of this
model to actual group practice
22. Clients who participate in person-centered therapy often identify ____________as one of the most helpful aspects of
their therapy.
a.
“being understood”
b.
their counselor’s dynamic and directive style
c.
the emphasis on being positive
d.
the widespread use of techniques
a
1
THEO.CORE.16.10.03 – Describe the role and functions of the group counselor within the
a
1
model to actual group practice
23. By valuing and accepting members’ experiences without placing stipulations and expectations on this acceptance,
group leaders do all of the following EXCEPT
a.
reduce client defensiveness.
b.
enable clients to be more open to all their experiences.
c.
foster dependency in the therapeutic relationship, making it so comfortable for clients that they rarely, if ever,
wish to terminate services.
d.
enable clients to be more involved in their therapy
1
THEO.CORE.16.10.07 – Be able to demonstrate the ability to apply the basic concepts of this
model to actual group practice
24. According to Rogers, what is NOT the “cracking of facades?”
a.
When individual members begin to respond to the group demand that masks and pretenses be dropped
b.
A process pattern that occurs in groups that employ the person-centered approach
c.
The tendency for members to experience short-lived psychotic breaks during the course of the group
d.
A revealing of deeper selves by some members validating the theory that meaningful encounters can occur
when people risk getting beneath surface interactions
1
Stages of a Person-Centered Group
THEO.CORE.16.10.07 – Be able to demonstrate the ability to apply the basic concepts of this
model to actual group practice
25. As the group movement developed, the person-centered approach became
a.
decreasingly concerned with reducing human suffering.
b.
increasingly concerned with increasing conflict and reducing human suffering.
c.
decreasingly concerned with conflict resolution on an international scale.
d.
increasingly concerned with reducing human suffering, with cross-cultural awareness, and with
conflict resolution on an international scale.
d
1
Applying the Person-Centered Approach With Multicultural Populations
THEO.CORE.16.10.07 – Be able to demonstrate the ability to apply the basic concepts of this
model to actual group practice
26. List and describe the basic assumptions that a person-centered group leader holds regarding human nature and toward
the nature of group process.
27. Define attending. How is this skill a fundamental concept of the person-centered approach?
28. Explain your understanding of the phrase “unconditional positive regard” and demonstrate how this a basic part of the
person-centered approach.
29. Describe the primary role of the group facilitator according to this model. Demonstrate if you could function
effectively in such a role or not.
30. Describe the process directions patterns that make up the stages or phases of the person-centered group.