Counseling Chapter 13 Multiple Choice Questions The Following Questions Conform The Standards Required Cacrep Epas

CHAPTER 13

Peer Interventions

SUMMARY

In the previous chapter, we provided a series of core interventions designed to build

personal resiliency and to increase the individual competencies of young people at risk.

We presented prevention strategies to be implemented in curriculum-based

OUTLINE

 Importance of Peers

♦ Peer Influence—For Good or Bad

♦ Peer Cluster Theory

 Cooperative Learning and Peer Support Networks

♦ Cooperative Learning

♦ Positive Effects of Cooperative Learning Groups

♦ Peer Support Networks

♦ Elements of Cooperative Learning

o Positive Interdependence

o Individual Accountability

 Good Behavior Game

 Peer and Cross-Age Tutoring Programs

♦ Readiness

♦ Preparation

♦ Sample Method: Pause, Prompt, and Praise

♦ Program Implementations

o Student Incentives

o Teacher Supervision

o Evaluation

 Peer Mediation Programs

♦ Background

♦ Theoretical Assumptions

 Peer Facilitation

♦ Training Phase

♦ Service Phase

♦ Need to Be Needed

 Conclusion

SUPPLEMENTS

PowerPoint: Chapter 13 Summary Points

ACTIVITIES

1) Have students discuss the advantages and disadvantages of two different learning

environments: traditional classroom based and cooperative learning. Be sure they

also include the impact of the peer cluster effect in each environment.

2) Have students reflect on their own learning environments and create a list of the

ESSAY QUESTIONS

1. Describe the Peer Cluster Theory and explain how this theory is different from

“peer pressure.” How does this theory inform effective interventions with

2. Describe potential drawbacks to (negative aspects of) peer interventions and

group work with high risk adolescents. Illustrate a possible scenario in which one

3. What are the five basic elements that are essential to Cooperative Learning?

4. You have been given the job of designing a peer tutoring program for a school.

Describe the factors you will consider in preparation and implementation of the

5. Define and describe mediation as a method of intervention and problem solving.

MULTIPLE CHOICE QUESTIONS

The following questions conform to the standards required by CACREP, EPAS, and other

accrediting agencies.

1. Emotional closeness and agreement on values between parents and their children

has been directly related to:

A. behavior disorders.

B. reduced problem behavior.

C. consistent risk factor with behaviors.

D. enhanced peer interaction.

2. A theory that suggest that the attitudes and beliefs of peers are dominant

influences on adolescent drug use is called:

A. Peer Interactive Theory

B. Social Skills Interaction Theory

C. Cooperative Learning Theory

D. Peer Cluster Theory

3. Cooperative learning encourages:

A. social skills.

B. active learning.

C. working individually with a teacher.

D. passive listening.

4. A classroom that has check marks on the board for each “team” would probably

be using a behavioral management system of:

A. Cooperative Learning.

B. Positive Behavior Development.

C. Good Behavior Game.

D. Peer Support.

5. Goal interdependence, role interdependence, shared rewards, dependence on one

another’s resources, and a distributed division of labor is called:

A. Good Behavior Game.

B. Positive Interdependence.

C. Individual Accountability.

D. Group Process.

6. Which of the following is a critical element of an effective peer tutoring program?

A. Only top academic peers should tutor

B. Peers tutoring younger students

C. The degree to which students are prepared to tutor

D. Matching the age of peers with students to be tutored

7. A problem solving process that enables individuals to resolve disputes that are

troublesome is called:

A. effective dispute management.

B. self-regulation theory.

C. problem-solving management.

D. mediation.

8. Which program depends highly on positive interdependence?

A. Peer cluster theory

B. Peer facilitation

C. Cross-age tutors

D. Cooperative learning

9. Students who act as peer facilitators benefit from their participation by:

A. improving their grades.

B. meeting community service obligations.

C. building skills in problem-solving.

D. meeting academic requirements for college entrance.

10. Prevention programs focused on self-esteem and ego-enhancing approaches

during the:

A. present time.

B. 1960s.

C. 1970s.

D. 1980s.

11. Which approach is not necessary in decreasing problem behaviors?

A. The scare approach

B. The self-esteem approach

C. The self-criticism approach

D. The social skills training approach

12. The peer group exemplifies:

A. the world outside the home.

B. troublesome behavior.

C. positive behavior.

D. a controlled learning environment.

13. Which of the following is not developed within peer group interaction?

A. Compliance

B. Leadership

C. Aggression

D. Passivity

14. Peer cluster theory provides a way to operationalize:

A. conformity.

B. peer pressure.

C. social contexts.

D. aggression.

15. Peer clusters are interactive wholes.

A. True

B. False

16. In which learning situation did high-ability children demonstrate the highest

levels of academic achievement?

A. Cooperative

B. Competitive

C. Individualistic

D. Traditional

17. Cooperative learning decreases active learning.

A. True

B. False

18. Students who work in cooperative learning environments are more likely to

develop a respect for diversity.

A. True

B. False

19. One explanation for why cooperative learning could especially benefit LGBT

students is that:

A. they could meet other LGBT students.

B. other students could get to know them as individuals, when previously they

might have been shunned.

C. more ethnic students will meet them.

D. they will associate with high-ability students.

A-head: Cooperative Learning and Peer Support Networks

20. Which of the following is not a component of the Good Behavior Game?

A. Team membership

B. Classroom rules

C. Monitoring behavior

D. Discouraging competition

21. What do cross-age tutoring programs not improve?

A. Foreign language acquisition

B. Use of scientific words

C. Reading scores

D. Thinking skills

22. Which learning environment is not inferior to peer tutoring in providing better

gains in math scores?

A. Computer-aided instruction

B. Cross-age tutoring

C. Reducing class size

D. Extending the school day

23. Much of the success of peer tutoring depends on the readiness of the school to

accept the program.

A. True

B. False

24. Which of the following is not an aspect of one method of peer tutoring?

A. Praise

B. Provoke

C. Pause

D. Prompt

25. Students need an incentive for participating in peer tutoring programs.

A. True

B. False