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1. Opening up clear and direct communication among the participants and helping them assume increasing responsibility
for the group’s direction is defined as
a.
suggesting.
b.
facilitating.
c.
goal setting.
d.
giving feedback.
2. Appraising the ongoing group process and the individual and group dynamics is defined as
a.
blocking.
b.
facilitating.
c.
evaluating.
d.
interpreting.
3. Offering possible explanations for certain thoughts, feelings, and patterns of behavior is defined as
a.
interpreting.
b.
evaluating.
c.
giving feedback.
d.
active listening.
4. Saying in slightly different words what a member has said to clarify its meaning is defined as
a.
reflecting feelings.
b.
supporting.
c.
facilitating.
d.
restating.
5. Expressing concrete and honest reactions based on observation of members’ behaviors is defined as
a.
disclosing oneself.
b.
giving feedback.
c.
confronting.
d.
clarifying.
6. Grasping the essence of a message at both the feeling and the thinking levels; simplifying client statements by focusing
on the core of the message is defined as
a.
active listening.
b.
clarifying.
c.
restating.
d.
summarizing.
7. To prepare members to assimilate, integrate, and apply in-group learning to everyday life is defined as
a.
modeling.
b.
suggesting.
c.
terminating.
d.
initiating.
8. Leaders bring to every group all of the following EXCEPT
a.
an unwillingness to change.
b.
personal qualities.
c.
values.
d.
life experiences.
9. _______ is to foster trust in the therapeutic relationship; to communicate understanding and to encourage deeper levels
of self-exploration.
a.
Questioning
b.
Empathizing
c.
Reflecting feelings
d.
Giving feedback
10. _______ is to let members know that they are heard and understood beyond the level of words.
a.
Active listening
b.
Restating
c.
Clarifying
d.
Reflecting feelings
11. ____ is to help members develop alternative courses of thinking and action.
a.
Giving feedback
b.
Suggesting
c.
Interpreting
d.
Supporting
12. _____ is to offer an external view of how the person appears to others; to increase the client’s self- awareness.
a.
Giving feedback
b.
Suggesting
c.
Facilitating
d.
Goal setting
13. _____ is to warn members of possible risks in group participation; to reduce these risks.
a.
Blocking
b.
Evaluating
c.
Protecting
d.
Facilitating
14. _____ is to avoid fragmentation and give direction to a session; to provide for continuity and meaning.
a.
Reflecting feelings
b.
Summarizing
c.
Initiating
d.
Blocking
15. _____ is to help group members work more effectively; to increase the pace of the group process.
a.
Modeling
b.
Protecting
c.
Blocking
d.
Initiating
16. _____ is to encourage deeper self-exploration; to promote full use of potentials; to bring about awareness of self-
contradictions.
a.
Clarifying
b.
Interpreting
c.
Confronting
d.
Supporting
17. Group leaders become an influential force in a group when they are
a.
able to model effective behavior rather than merely describe it.
b.
able to use an authoritarian leadership style.
c.
licensed and certified.
d.
approved by the ASGW.
18. Authentic group leaders
a.
share every fleeting thought, perception, feeling, fantasy, and reaction they have.
b.
are willing to appropriately disclose oneself and share feelings and reactions to what is going on in the group.
c.
never hold back their true feelings toward members.
d.
share every fleeting thought, perception, feeling, fantasy, and reaction they have and never hold back their true
feelings toward members.
19. The main rationale for the group leader’s personal disclosures is the assumption that
a.
he or she is the expert who has the answers to members’ problems.
b.
such sharing will facilitate the work of the group.
c.
his or her stories will be more interesting than members’ stories.
d.
self-disclosure is a good strategy to use when he or she cannot think of other strategies.
20. Highly effective therapists can be described as having all of the following EXCEPT
a.
the ability to provide an emotionally safe environment for clients while challenging them.
b.
an ability to deeply enter the world of another without losing a sense of self.
c.
the ability to accept feedback about themselves without becoming destabilized by this feedback.
d.
to become a master who does not need further training.
21. Opening a group session effectively
a.
allows the session to end early.
b.
causes problems later on in the session.
c.
sets the tone for the rest of the session.
d.
has no effect on the rest of the session.
22. The way each session is closed is
a.
has no effect on the group members.
b.
as important as the way it is initiated.
c.
is not as important as the way it is opened.
d.
is more important than the way it is initiated.
23. Diversity-competent group leaders recognize and understand all of the following EXCEPT
a.
their own values, biases, and ethnocentric attitudes.
b.
their own assumptions about human behavior.
c.
to not allow their personal values or problems to interfere with their work with clients who are culturally
different from them.
d.
it is not important to understand cultures different from their own.
24. Theory can be viewed as a set of general guidelines that provide direction and guidance in all of the following
EXCEPT
a.
a unique, limited, and non-therapeutic manner.
b.
examining your basic assumptions about human beings.
c.
in determining your goals for the group.
d.
in clarifying your role and functions as a leader.
25. A key reason research findings often are not integrated into clinical practice is
a.
collaboration between practitioners and researchers is never beneficial.
b.
because clinical practitioners do not agree with researchers because they utilize only illegal methods to retrieve
data.
c.
due to the constraints of experimental research that limit the applicability of findings to a real-world context.
d.
because researchers do not believe clinical practitioners can be useful in any way.
26. Some personal characteristics are vital for effective group leadership. Name and describe some of these
characteristics.
27. Successful leadership requires specific group leadership skills and the appropriate performance of certain functions.
Identify and explain five of these skills.
28. With groups that meet on a weekly or regular basis, group leaders have a variety of options for opening the session.
List and explain at least two.
29. Explain evidence-based practice in group work.
30. Describe practice-based evidence and its differences when compared to evidence-based practice.
