TEST BANK for Theory and Practice of Group Counseling 10th Edition by StudyGuide

TEST BANK for Theory and Practice of Group Counseling 10th Edition

Chapter 01: Introduction to Group Work 1. A major difference between group therapy and group counseling lies in which of the following? a. the techniques employed to facilitate interaction b. the group’s goals c. the age of the participants d. the theoretical orientation of the group leader ANSWER: b RATIONALE: Counseling groups focus on growth, development, enhancement, prevention, self-awareness, and releasing blocks to growth, whereas therapy groups focus on issues such as remediation, treatment, and personality reconstruction. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 6:42 AM DATE MODIFIED: 3/3/2022 6:43 AM 2. Jonna is attending a group for survivors of traumatic events who have been diagnosed with posttraumatic stress disorder. The goal of the group is to help participants process the trauma, deal effectively with the symptoms they experience, and adjust to the life changes it produced. What type of group is this? a. psychoeducational group b. counseling group c. therapy group d. task-facilitation group ANSWER: c RATIONALE: Therapy groups focus on issues such as remediation, treatment, and personality reconstruction. In this case, the group is providing psychotherapy treatment for posttraumatic stress disorder. In contrast, counseling groups don’t focus on interventions for specific mental health disorders but instead focus on growth, development, enhancement, prevention, selfawareness, and releasing blocks to growth. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 6:44 AM DATE MODIFIED: 3/3/2022 6:45 AM 3. Psychoeducational groups are structured in such a way as to help people with which of the following? a. develop specific skills b. understand past conflicts c. accept their bad choices d. learn how to manipulate others ANSWER: a

RATIONALE:

Psychoeducational groups feature the presentation and discussion of factual information and skill building through the use of planned skill-building exercises. Psychoeducational groups serve a number of purposes: imparting information, sharing common experiences, teaching people how to solve problems, teaching social skills, offering support, and helping people learn how to create their own support systems outside of the group setting. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 6:45 AM DATE MODIFIED: 3/3/2022 6:48 AM 4. Mr. Lazarus is a school counselor who is meeting with a group of teachers and school staff to develop a program to help students deal with the pressures created by the upcoming closing of a local plant that employed many of the children’s parents. What type of group is this? a. encounter group b. psychotherapy group c. task-facilitation group d. self-exploration group ANSWER: c RATIONALE: Task-facilitation groups are commonly used by school counselors who assemble a group of school personnel to develop a plan to assist students. The team works together to determine how services can best be implemented. In this case, the group is seeking a way to help students deal with the impending unemployment of many of their parents. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 6:48 AM DATE MODIFIED: 3/3/2022 6:50 AM 5. Counseling groups can be described in which of the following ways? a. a powerful intervention tool across the life span b. a powerful intervention primarily for highly functioning adults c. considerably less effective than individual therapy d. detrimental to the self-esteem of older adults ANSWER: a RATIONALE: Groups are effective throughout the life span and with a wide range of individuals, as long as they have the ability to participate effectively in them. POINTS: 1 REFERENCES: Increased Interest in Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 1.3 - Understand how counselors design groups to meet the needs of specific populations over the life span. DATE CREATED: 3/3/2022 6:51 AM DATE MODIFIED: 3/3/2022 6:53 AM 6. Members of counseling groups typically do not require extensive personality reconstruction? a. True b. False ANSWER: True RATIONALE: Counseling groups focus on growth, development, enhancement, prevention, self-awareness, and releasing blocks to growth and do not deal with issues requiring extensive personality reconstruction or other intensive therapeutic matters. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 6:54 AM DATE MODIFIED: 3/3/2022 6:59 AM 7. Counseling groups typically recreate the participants’ everyday world and thus function as which of the following? a. a microcosm of society b. a modality of therapy that emphasizes harsh confrontation c. a therapeutic environment in which only positive comments are allowed d. the costliest form of treatment ANSWER: a RATIONALE: Groups are, when well-formed, a microcosm of society and thus provide participants with a sample of reality. Members’ struggles and conflicts in the group are similar to those they experience outside of it, and the diversity that characterizes most groups also results in unusually rich feedback for and from the participants, who can see themselves through the eyes of a wide range of people. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 6:59 AM DATE MODIFIED: 3/3/2022 7:01 AM 8. Most traditional therapy models are grounded in which type of framework? a. pluralist b. bicultural c. monocultural d. global ANSWER: c

RATIONALE:

Unfortunately, most traditional therapy models are monocultural and focus on the Western European experience, thus overshadowing the multicultural worldviews that may be present among group members. In a pluralistic society, the reality of cultural diversity is recognized, respected, and encouraged. Within groups, the worldviews of both the group leader and the members also vary, and this is a natural place to acknowledge and promote pluralism. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.7 - Explain why it is necessary to view group counseling in a multicultural context. DATE CREATED: 3/3/2022 7:01 AM DATE MODIFIED: 3/3/2022 7:03 AM 9. Which of the following is likely a goal for members of counseling groups? a. to provide a feedback-free environment for participants b. to help members learn how to establish meaningful intimate relationships c. to overcome the symptoms associated with their disorders d. to develop an intervention for the children of individuals with substance use disorders ANSWER: b RATIONALE: Counseling groups focus on growth, development, enhancement, prevention, self-awareness, and releasing blocks to growth, and thus might teach participants relationship skills, but would not address specific diagnoses or the development of interventions, and would, by their nature, provide feedback. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 7:03 AM DATE MODIFIED: 3/3/2022 7:04 AM 10. According to the text, in the era of which of these issues have brief interventions and short-term groups become a necessity? a. managed care b. universal health care c. chronic mental illnesses d. frivolous lawsuits ANSWER: a RATIONALE: Because of its emphasis on the control of costs, managed care has forced providers to focus on briefer forms of treatment. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups.

DATE CREATED: DATE MODIFIED:

3/3/2022 7:05 AM 3/3/2022 7:06 AM

11. Integrating group counseling with which of the following has been successful in both personal-social and academic development groups in school settings? a. monocultural framework b. life transitions c. managed care d. psychoeducational interventions ANSWER: d RATIONALE: Many school counseling groups are aimed at enhancing personal and social development and at the same time have a psychoeducational purpose (such as teaching study skills, how to interact with peers, or setting goals). POINTS: 1 REFERENCES: Increased Interest in Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.4 - Describe how psychoeducational groups can be designed to help people develop specific skills or progress through difficult life transitions. DATE CREATED: 3/3/2022 7:07 AM DATE MODIFIED: 3/3/2022 7:09 AM 12. Group work can be characterized as which of the following? a. beneficial and cost-effective for many disorders b. beneficial but not cost-effective for most disorders c. beneficial and cost-effective for only a few disorders d. generally, neither beneficial nor cost effective ANSWER: a RATIONALE: Group work is a beneficial and cost-effective approach to treatment and is effective in the treatment of many psychological disorders. POINTS: 1 REFERENCES: Increased Interest in Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 7:10 AM DATE MODIFIED: 3/3/2022 7:11 AM 13. How does group therapy compare to individual therapy? a. Group therapy is generally more effective than individual therapy. b. Group therapy is generally as effective as individual therapy. c. Group therapy is generally slightly less effective than individual therapy. d. Group therapy is generally far less effective than individual therapy. ANSWER: b RATIONALE: Meta-analyses reveal that group therapy is as effective as individual therapy. POINTS: 1

REFERENCES: Increased Interest in Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 7:12 AM DATE MODIFIED: 3/3/2022 7:14 AM 14. Dr. Lee conducts groups at the local community center that are intended to help young people learn to resist peer pressure regarding use of alcohol, tobacco, and other drugs. These groups are best described as which type of group? a. therapy b. counseling c. psychoanalytic d. in-patient ANSWER: b RATIONALE: Counseling groups focus on growth, development, enhancement, prevention (in this case, prevention of alcohol, tobacco, and other drug use), self-awareness, and releasing blocks to growth. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 7:15 AM DATE MODIFIED: 3/3/2022 7:16 AM 15. Marta is attending a counseling group that is discussing what their goals ought to be. Which goal might the group be most likely to pick? a. to provide needed diagnostic services b. to provide techniques for managing symptoms like hallucinations c. to recognize and acknowledge the essential aloneness of individuals d. to develop concern and compassion for the needs and feelings of others ANSWER: d RATIONALE: Counseling groups, by their very nature, lead to the development of concern and compassion for others and emphasize a sense of community rather than aloneness, but do not provide diagnostic services or the treatment of disorders like schizophrenia. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 7:17 AM DATE MODIFIED: 3/3/2022 7:18 AM 16. Group counseling can be designed to meet the needs of a wide range of populations, including which of the following?

a. adolescents b. unmedicated people with schizophrenia c. people with advanced dementia d. toddlers ANSWER: a RATIONALE: Counseling groups require that individuals be able to participate effectively, and are thus suitable for adolescents but not those who might not be able to participate due to their cognitive status, severe psychological disorders, or lack of verbal skills. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.3 - Understand how counselors design groups to meet the needs of specific populations over the life span. DATE CREATED: 3/3/2022 7:18 AM DATE MODIFIED: 3/3/2022 7:20 AM 17. In which type of group are conscious and unconscious issues likely to be addressed? a. psychoeducational groups b. task-facilitation groups c. brief group therapy d. group psychotherapy ANSWER: d RATIONALE: Group psychotherapy is a process of reeducation that includes both conscious and unconscious awareness and both the present and the past. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.5 - Identify the key factors necessary to the success of brief group therapy. DATE CREATED: 3/3/2022 7:20 AM DATE MODIFIED: 3/3/2022 7:21 AM 18. Which type of group features the presentation and discussion of factual information? a. psychoeducational groups b. task-facilitation groups c. brief group therapy d. group psychotherapy ANSWER: a RATIONALE: Psychoeducational groups, which are increasing in popularity, feature the presentation and discussion of factual information and skill building through the use of planned skill-building exercises. Psychoeducational groups serve a number of purposes: imparting information, sharing common experiences, teaching people how to solve problems, teaching social skills, offering support, and helping people learn how to create their own support systems outside of the group setting. POINTS: 1 REFERENCES: Other Types of Groups

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.4 - Describe how psychoeducational groups can be designed to help people develop specific skills or progress through difficult life transitions. DATE CREATED: 3/3/2022 7:22 AM DATE MODIFIED: 3/3/2022 7:23 AM 19. According to the text, which of the following did DeLucia-Waack (1996) describe as important to multicultural counseling? a. helping members of racial and ethnic minority groups become assimilated b. making use of diversity as a way to facilitate growth c. finding ways to use existing theories without modifying them d. recognizing the importance of adjustment to the dominant culture ANSWER: b RATIONALE: DeLucia-Waack (1996) states that the multicultural context of group work requires attention to two tasks: (1) the application and modification of theories and techniques of group work to different cultures in ways that are congruent with cultural beliefs and behaviors and (2) the development of the theory and practice of group work that makes full use of the diversity among members as a way to facilitate change and growth. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.8 - Evaluate several basic ideas of multicultural perspectives on group work. DATE CREATED: 3/3/2022 7:23 AM DATE MODIFIED: 3/3/2022 7:25 AM 20. According to the text, Ivey and colleagues (2008) emphasize which of the following as important to multicultural intentionality? a. Consider how our own cultural context influences us. b. Ignore theories as all are very culture-laden. c. Maintain an ethnocentric point of view as much as possible. d. Identify ways to encourage acculturation. ANSWER: a RATIONALE: In their discussion of multicultural intentionality in group counseling, Ivey et al. (2008) state that it is no longer adequate to mainly look to internal dynamics within the individual as a source of problems. Instead, it is essential that we examine ourselves as contextual/cultural beings. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.8 - Evaluate several basic ideas of multicultural perspectives on group work. DATE CREATED: 3/3/2022 7:25 AM DATE MODIFIED: 3/3/2022 7:26 AM 21. According to your text, which type of group is particularly useful in meeting the needs of clients with and the requirements of managed care organizations?

a. psychoeducational groups b. task-facilitation groups c. brief group therapy d. encounter groups ANSWER: c RATIONALE: Brief group therapy is attractive to managed care entities because it is cost-effective while it also meets the needs of clients. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.5 - Identify the key factors necessary to the success of brief group therapy. DATE CREATED: 3/3/2022 7:27 AM DATE MODIFIED: 3/3/2022 7:29 AM 22. According to your text, brief group work is particularly popular in which of these settings? a. hospitals and urgent care facilities b. mental health institutions and prison wards c. vocational settings and family agencies d. community agencies and school settings ANSWER: d RATIONALE: Brief group work is popular in both community agencies and school settings because of the realistic time constraints and the ability of a brief format to be incorporated in educational or therapeutic programs. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.5 - Identify the key factors necessary to the success of brief group therapy. DATE CREATED: 3/3/2022 7:29 AM DATE MODIFIED: 3/3/2022 7:31 AM 23. Which of the following does the text recommend in developing your own multicultural orientation? a. recognize that not all encounters are multicultural b. learn more about how your own cultural background influences you c. recognize that the individual is the source of their own problems d. ignore individual differences as differences promote conflict ANSWER: b RATIONALE: To become more skilled as a multicultural counselor, it is important to reflect on your own cultural background and recognize how it influences your beliefs and assumptions about others. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.9 - Analyze the process for becoming a culturally skilled group worker.

DATE CREATED: DATE MODIFIED:

3/3/2022 7:31 AM 3/3/2022 7:33 AM

24. According to Pedersen, culture is which of the following? a. static b. simple c. straightforward d. dynamic ANSWER: d RATIONALE: According to Pedersen, culture is complicated, not simple; it is dynamic, not static. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.8 - Evaluate several basic ideas of multicultural perspectives on group work. DATE CREATED: 3/3/2022 7:33 AM DATE MODIFIED: 3/3/2022 7:36 AM 25. Providing multicultural counseling includes which of the following considerations? a. only race and ethnicity b. solely categories that are protected by the federal government c. race, ethnicity, disability status, sex, sexual orientation, gender identity, and many other categories d. categories that are of interest to most individuals, like race and sex ANSWER: c RATIONALE: Providing multicultural counseling involves consideration of not only race and ethnicity but also disability status, sex, sexual orientation, gender identity, national origin, religion, age, and many other categories. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.10 - Identify some guidelines for serving multicultural populations in a group. DATE CREATED: 3/3/2022 7:36 AM DATE MODIFIED: 3/3/2022 7:38 AM 26. Counselors generally specialize and provide only a single type of group to a specific population. a. True b. False ANSWER: False RATIONALE: All human services counselors will be expected to be able to use group approaches with diverse client populations and for a variety of purposes. POINTS: 1 REFERENCES: Increased Interest in Group Work QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group

DATE CREATED: DATE MODIFIED:

counseling, task-facilitation groups. 3/3/2022 7:38 AM 3/3/2022 7:40 AM

27. Most counselors receive extensive training in group leadership. a. True b. False ANSWER: False RATIONALE: Many professionals find themselves thrust into the role of group leader without adequate preparation, training, or supervision. POINTS: 1 REFERENCES: Increased Interest in Group Work QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 7:41 AM DATE MODIFIED: 3/3/2022 7:42 AM 28. Groups are used exclusively for therapeutic purposes. a. True b. False ANSWER: False RATIONALE: Groups can be used for therapeutic or educational purposes or for a combination of the two. POINTS: 1 REFERENCES: Increased Interest in Group Work QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 7:42 AM DATE MODIFIED: 3/3/2022 7:43 AM 29. In general, groups should develop their own goals. a. True b. False ANSWER: True RATIONALE: Ideally, the group members will decide the specific goals of the group experience for themselves, but group leaders may help them shape those goals. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.3 - Understand how counselors design groups to meet the needs of specific populations over the life span. DATE CREATED: 3/3/2022 7:44 AM

DATE MODIFIED:

3/3/2022 7:45 AM

30. Groups for children often focus on social issues including social skill development. a. True b. False ANSWER: True RATIONALE: In schools, group counseling is often suggested for children who display behaviors or attributes such as excessive fighting, inability to get along with peers, violent outbursts, poor social skills, or lack of supervision at home. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.3 - Understand how counselors design groups to meet the needs of specific populations over the life span. DATE CREATED: 3/3/2022 7:45 AM DATE MODIFIED: 3/3/2022 7:46 AM 31. Groups for college students may benefit from a focus on the developmental tasks they face, such as becoming more independent. a. True b. False ANSWER: True RATIONALE: Students encounter a range of developmental tasks during their undergraduate and graduate years. Counseling groups are a valuable vehicle for meeting the developmental needs of both traditional and nontraditional students. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.3 - Understand how counselors design groups to meet the needs of specific populations over the life span. DATE CREATED: 3/3/2022 7:46 AM DATE MODIFIED: 3/3/2022 7:48 AM 32. Groups for older adults typically focus on loss. a. True b. False ANSWER: False RATIONALE: Counseling groups can do a lot to help older people challenge myths about aging and deal with the developmental tasks that they face while retaining their integrity and self-respect. The group format can assist people in breaking out of their isolation and offer older people the encouragement necessary to find meaning in their life so that they can live fully and not merely exist. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: LO 1.3 - Understand how counselors design groups to meet the needs of specific populations over the life span. DATE CREATED: 3/3/2022 7:48 AM DATE MODIFIED: 3/3/2022 7:49 AM 33. Psychoeducational groups are typically unstructured and address any issue of concern to participants. a. True b. False ANSWER: False RATIONALE: Psychoeducational groups are typically structured around a particular theme, such as developing social skills in children, addressing concerns about sexuality in adolescents, or learning about the diagnosis of a family member. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.4 - Describe how psychoeducational groups can be designed to help people develop specific skills or progress through difficult life transitions. DATE CREATED: 3/3/2022 7:49 AM DATE MODIFIED: 3/3/2022 7:50 AM 34. Psychoeducational groups are often rooted in learning theory. a. True b. False ANSWER: True RATIONALE: Many psychoeducational groups are based on a learning theory model and use behavioral procedures. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.4 - Describe how psychoeducational groups can be designed to help people develop specific skills or progress through difficult life transitions. DATE CREATED: 3/3/2022 7:50 AM DATE MODIFIED: 3/3/2022 7:51 AM 35. In brief group therapy, the group leader is typically more active in directing the group. a. True b. False ANSWER: True RATIONALE: In brief group therapy, the group leader sets clear and realistic treatment goals with members, establishes a clear focus within the group structure, and maintains an active therapist role. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.5 - Identify the key factors necessary to the success of brief group therapy.

DATE CREATED: DATE MODIFIED:

3/3/2022 7:51 AM 3/3/2022 7:52 AM

36. Brief group therapy is generally not very effective. a. True b. False ANSWER: False RATIONALE: Most of the empirical evidence on the effectiveness of brief group therapy suggests that these interventions are effective. POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.5 - Identify the key factors necessary to the success of brief group therapy. DATE CREATED: 3/3/2022 7:52 AM DATE MODIFIED: 3/3/2022 7:53 AM 37. Multiculturalism means more than just national origin or race. a. True b. False ANSWER: True RATIONALE: From a broad perspective, multicultural counseling focuses on understanding not only racial and ethnic minority groups (African Americans, Asian Americans, Latinx, Native Americans, and White ethnics) but also people with physical disabilities; older people; gay, lesbian, bisexual, and transgender individuals; and a variety of special needs populations. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.7 - Explain why it is necessary to view group counseling in a multicultural context. DATE CREATED: 3/3/2022 7:53 AM DATE MODIFIED: 3/3/2022 7:54 AM 38. When working in multicultural counseling, it is particularly important to maintain the traditional role of counselor. a. True b. False ANSWER: False RATIONALE: If group workers hope to make culturally effective interventions, they will, at times, need to assume nontraditional roles that may include advocate, change agent, consultant, adviser, and facilitator of indigenous support or healing systems. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.7 - Explain why it is necessary to view group counseling in a multicultural context. DATE CREATED: 3/3/2022 7:54 AM DATE MODIFIED: 3/3/2022 7:55 AM

39. When working in multicultural counseling, it is particularly important to maintain the traditional role of counselor. a. True b. False ANSWER: False RATIONALE: If group workers hope to make culturally effective interventions, they will, at times, need to assume nontraditional roles that may include advocate, change agent, consultant, adviser, and facilitator of indigenous support or healing systems. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.7 - Explain why it is necessary to view group counseling in a multicultural context. DATE CREATED: 3/3/2022 7:55 AM DATE MODIFIED: 3/3/2022 7:56 AM 40. There is generally no need to modify group counseling or therapy techniques when working with people from diverse cultures. a. True b. False ANSWER: False RATIONALE: DeLucia-Waack (1996) states that the multicultural context of group work requires that theories and techniques must sometimes be altered to be congruent with cultural beliefs and behaviors. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.8 - Evaluate several basic ideas of multicultural perspectives on group work. DATE CREATED: 3/3/2022 7:56 AM DATE MODIFIED: 3/3/2022 7:58 AM 41. Most traditional therapy models are dominated by the views of the mainstream culture. a. True b. False ANSWER: True RATIONALE: Most traditional therapy models are grounded in a monocultural framework wherein mainstream cultural values overshadow the multicultural worldviews that may be present among group members. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.8 - Evaluate several basic ideas of multicultural perspectives on group work. DATE CREATED: 3/3/2022 7:58 AM DATE MODIFIED: 3/3/2022 7:59 AM

42. Multicultural counselors should seek to ignore culture when providing services. a. True b. False ANSWER: False RATIONALE: Group workers must become aware of their worldview, value diversity, learn about different worldviews, acquire and incorporate cultural knowledge as a part of their interventions, increase their multicultural skills, and adapt to diversity and to the cultural context of clients. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.9 - Analyze the process for becoming a culturally skilled group worker. DATE CREATED: 3/3/2022 8:00 AM DATE MODIFIED: 3/3/2022 8:01 AM 43. Differences in culture need not be barriers to helping. a. True b. False ANSWER: True RATIONALE: Although differences in culture may present challenges to the helping relationship, especially if they are not recognized or understood, this need not be the case of the counselor who develops the knowledge and skills that are needed to be multiculturally skilled. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.9 - Analyze the process for becoming a culturally skilled group worker. DATE CREATED: 3/3/2022 8:01 AM DATE MODIFIED: 3/3/2022 8:02 AM 44. Multicultural counseling considers how people’s environments play a role in their problems. a. True b. False ANSWER: True RATIONALE: Multicultural counseling challenges the notion that problems are found exclusively within the person. Going beyond this stance of “blaming the victim,” the multicultural approach emphasizes the social and cultural context of human behavior and deals with the self-inrelation. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.10 - Identify some guidelines for serving multicultural populations in a group. DATE CREATED: 3/3/2022 8:02 AM DATE MODIFIED: 3/3/2022 8:04 AM 45. It is important to recognize that different cultures often share common ground.

a. True b. False ANSWER: RATIONALE:

True It is important for counselors to learn to pay attention to the common ground that exists among people of diverse backgrounds. This common ground can serve as a basis for discussion and for building the interpersonal binds that enhance group experiences. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 1.10 - Identify some guidelines for serving multicultural populations in a group. DATE CREATED: 3/3/2022 8:04 AM DATE MODIFIED: 3/3/2022 8:05 AM 46. Your text discusses several reasons that groups have become more popular. Identify and discuss three such reasons. ANSWER: Answers will vary, but may include the following reasons: • • • • •

They are flexible and can address therapeutic issues, educational issues, or both. They are less costly than individual therapy. They are known to be effective. They can be used with a variety of populations in a variety of settings. Third-party payers, particularly managed care corporations, support their use.

POINTS: 1 REFERENCES: Increased Interest in Group Work QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 8:06 AM DATE MODIFIED: 3/7/2022 11:48 PM 47. Identify and discuss two advantages of counseling groups. ANSWER: Answers will vary but may include the following advantages: • • • • • POINTS:

The group re-creates the participants’ everyday world, especially if the membership is diverse with respect to age, interests, background, socioeconomic status, and type of problem. As a microcosm of society, the group provides a sample of reality. The diversity that characterizes most groups also results in unusually rich feedback for and from the participants, who can see themselves through the eyes of a wide range of people. The group offers understanding and support, which foster the members’ willingness to explore problems they have brought with them to the group. The participants achieve a sense of belonging, and through the cohesion that develops, group members learn ways of being intimate, of caring, and of challenging. In this supportive group atmosphere, members can experiment with new behaviors.

REFERENCES: Increased Interest in Group Work QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 1.1 - Define these terms: group psychotherapy, psychoeducational groups, group counseling, task-facilitation groups. DATE CREATED: 3/3/2022 8:07 AM DATE MODIFIED: 3/7/2022 11:49 PM 48. Your text discusses groups for different age groups of life, including childhood, adolescence, college students, and older adults. Select one of these groups and discuss the topics that would typically be addressed. ANSWER: Answers will vary but may include one of the following: Childhood: In schools, group counseling is often suggested for children who display behaviors or attributes such as excessive fighting, inability to get along with peers, violent outbursts, poor social skills, or lack of supervision at home. Adolescence: Group counseling is especially suited for adolescents because it gives them a place to express conflicting feelings, to explore self-doubts, and to come to the realization that they share these concerns with their peers. Adolescents can openly question their values and modify those that need to be changed. College students: Many college counseling centers offer groups designed for relatively healthy students who are experiencing personal and interpersonal relationship problems. The main purpose of these groups is to provide participants with an opportunity for growth and a situation in which they can deal with career decisions, intimate relationships, identity problems, educational plans, and feelings of isolation on an impersonal campus. Older adults: Counseling groups can be valuable for older adults in many of the same ways they are of value to adolescents. As people grow older, they often experience isolation. Like adolescents, older people often feel unproductive, unneeded, and unwanted. Many older people accept myths about aging that become self-fulfilling prophecies. Counseling groups can do a lot to help older people challenge these myths and deal with the developmental tasks that they face while retaining their integrity and self-respect. The group format can assist people in breaking out of their isolation and offer older people the encouragement necessary to find meaning in their life so that they can live fully and not merely exist. POINTS: 1 REFERENCES: Overview of the Counseling Group QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 1.3 - Understand how counselors design groups to meet the needs of specific populations over the life span. DATE CREATED: 3/3/2022 8:08 AM DATE MODIFIED: 3/3/2022 8:09 AM 49. Describe psychoeducational groups and provide two examples. ANSWER: Answers will vary but should include that psychoeducational groups feature the presentation and discussion of factual information and skill building through the use of planned skillbuilding exercises. Psychoeducational groups serve a number of purposes: imparting information, sharing common experiences, teaching people how to solve problems, teaching social skills, offering support, and helping people learn how to create their own support systems outside of the group setting. These groups can be thought of as educational and therapeutic groups in that they are structured along the lines of specific content themes.

Examples may include: • A group for elementary school children of divorce • An anger management group for children • A substance abuse group • A women’s group and a men’s group • A domestic violence group • A women’s support group for survivors of incest • A successful aging group • A bereavement group for older adults POINTS: 1 REFERENCES: Other Types of Groups QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 1.4 - Describe how psychoeducational groups can be designed to help people develop specific skills or progress through difficult life transitions. DATE CREATED: 3/3/2022 8:10 AM DATE MODIFIED: 3/3/2022 8:11 AM 50. Your text states that multiculturalism is inherent in the group process. What is meant by this and how does multiculturalism enrich group therapy? ANSWER: Answers will vary but should include that multiculturalism encompasses more than just race and ethnicity and includes age, sex, gender identity, sexual orientation, national or regional origin, religion, disability status, and a vast number of constructs. The students should note that we all have a multicultural identity. A multicultural group provides a richer array of experiences and perspectives, which, in turn, provides a richer group experience. POINTS: 1 REFERENCES: Group Counseling in a Multicultural Context QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 1.8 - Evaluate several basic ideas of multicultural perspectives on group work. DATE CREATED: 3/3/2022 8:11 AM DATE MODIFIED: 3/3/2022 8:12 AM

Chapter 02: Group Leadership 1. Which of the following skills is monitoring the group process and dynamics to promote group progress? a. blocking b. facilitating c. evaluating d. interpreting ANSWER: RATIONALE:

Evaluating involves appraising the ongoing group process and the individual and group dynamics. It is aimed at promoting better self-awareness and understanding of group movement and direction.

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 8:23 AM DATE MODIFIED: 3/3/2022 8:25 AM 2. Which of the following skills is defined as offering possible reasons for individuals’ thoughts, feelings, and

behavior? a. interpreting b. evaluating c. giving feedback d. active listening ANSWER: RATIONALE:

Interpreting involves offering possible explanations for certain thoughts, feelings, and behaviors and is aimed at encouraging deeper self-exploration, promoting full use of potentials, and bringing about awareness of self-contradictions.

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 8:25 AM DATE MODIFIED: 3/3/2022 8:27 AM 3. Which of the following skills is defined as expressing concrete and honest reactions to members’ behaviors? a. disclosing oneself b. giving feedback c. confronting d. clarifying ANSWER: RATIONALE:

Giving feedback is the expression of concrete and honest reactions based on observation of members’ behaviors and gives the group participants another point of

view. POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 8:28 AM DATE MODIFIED: 3/3/2022 8:32 AM 4. Effective group leaders bring which of the following to every group? a. an unwillingness to change b. personal qualities c. a value-free orientation d. reservations about groups ANSWER: RATIONALE:

Effective group leaders bring their personal qualities, such as courage, sincerity, authenticity, willingness to change, and stamina, to every group they conduct. They do not come to groups value free, and they should have confidence in groups and the group process.

POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 10:03 AM DATE MODIFIED: 3/3/2022 10:04 AM 5. Which of the following lets members know that they are heard and understood beyond the level of their

words? a. active listening b. restating c. clarifying d. reflecting feelings ANSWER: RATIONALE:

Reflecting feelings involves communicating understanding of the content of feelings and is intended to let members know that they are being heard and understood beyond the level of words.

6. Which of the following is intended to encourage deeper self-exploration, promote full use of potentials, and

bring about awareness of self-contradictions? a. clarifying b. interpreting c. confronting d. supporting ANSWER: RATIONALE:

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 10:06 AM DATE MODIFIED: 3/3/2022 10:08 AM 7. What is the main rationale in support of personal disclosure from the group leader? a. The leader is the expert who has the answers to members’ problems. b. Such sharing will facilitate the work of the group. c. The leader’s stories will be more interesting than members’ stories. d. There do not seem to be other strategies to get the group started. ANSWER: RATIONALE:

The main rationale behind self-disclosure is that the sharing will facilitate the work of the group. For example, Yalom and Leszcz (2020) caution against indiscriminate leader disclosures and call for selective and timely disclosure that provides members with acceptance, support, and encouragement.

POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.4 - Differentiate between facilitative and inappropriate self-disclosure by the group leader. DATE CREATED: 3/3/2022 10:08 AM DATE MODIFIED: 3/3/2022 10:11 AM 8. Highly effective therapists can be described as having which of the following skills? a. providing an emotionally safe environment b. losing one’s sense of self c. being destabilized by feedback d. becoming a master who does not need further training ANSWER: RATIONALE:

Skovholt and Jennings (2004) found that individuals whom they described as master therapists had certain characteristics in common, including the ability to provide an

emotionally safe environment for clients while challenging them; a drive to master, yet a sense of never arriving; an ability to deeply enter the world of another without losing a sense of self; the ability to draw on their therapeutic power to help others while maintaining a sense of humility; the integration of their personal and professional selves with clear boundaries between each dimension; the ability to give to others while taking care of themselves; and the ability to accept feedback about themselves without becoming destabilized by this feedback. POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 10:11 AM DATE MODIFIED: 3/3/2022 10:13 AM 9. Which of the following is true of diversity-competent group leaders? a. They are not aware of their own values, biases, and ethnocentric attitudes. b. They recognize their own assumptions about human behavior. c. They follow their personal values in their work with clients of all cultures. d. They believe their own culture is the most “correct” culture. ANSWER: RATIONALE:

Diversity-competent group leaders recognize and understand their own values, biases, ethnocentric attitudes, and assumptions about human behavior. They do not allow their personal values or problems to interfere with their work with clients who are culturally different from them.

POINTS: 1 REFERENCES: Becoming a Diversity-Competent Group Counselor QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.9 - Explain what is involved in becoming a diversity-competent group counselor. DATE CREATED: 3/3/2022 10:13 AM DATE MODIFIED: 3/3/2022 10:15 AM 10. A key reason experimental research findings are often not integrated into clinical practice is that: a. collaboration between practitioners and researchers is never beneficial. b. clinical practitioners believe that researchers typically use unethical practices in collecting data. c. the constraints of experimental research limit the applicability of findings to a real-world context. d. researchers do not believe clinical practitioners can be useful in any way. ANSWER: RATIONALE:

POINTS: REFERENCES: QUESTION TYPE:

1 The Role of Research in the Practice of Group Work Multiple Choice

Experimental findings are often not integrated into practice because the conditions under which much experimental research is conducted may limit the applicability of findings to real-world situations.

HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.10 - Explain the difference between evidence-based practice and practice-based evidence. DATE CREATED: 3/3/2022 10:15 AM DATE MODIFIED: 3/3/2022 10:17 AM 11. Which of the following describes being moved by the joy and pain that others experience? a. being emotionally present b. being willing to change c. being sincere and authentic d. being inventive and creative ANSWER: RATIONALE:

Being emotionally present means being moved by the joy and pain that others experience. If leaders recognize and give expression to their own emotions, they can become more emotionally involved with others. Leaders who can draw on their own experiences are able to empathize with and be compassionate toward group members.

POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 10:18 AM DATE MODIFIED: 3/3/2022 10:19 AM 12. The willingness to appropriately disclose and share feelings and reactions to what is going on in the group is

referred to as which of the following? a. presence b. creativity c. authenticity d. inventiveness ANSWER: RATIONALE:

Authenticity is a form of sincerity. Authentic group leaders do not live by pretenses and do not hide behind defenses or facades. Authenticity entails the willingness to appropriately disclose and share feelings and reactions to what is going on in the group, but indiscriminately sharing every fleeting thought, perception, feeling, fantasy, and reaction is inappropriate.

POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 10:20 AM DATE MODIFIED: 3/3/2022 10:21 AM 13. Beginning group leaders should recognize that their doubts and concerns are which of the following? a. pathological

b. normal c. atypical d. uncommon ANSWER: RATIONALE:

Beginning leaders are encouraged to recognize that their doubts and concerns are normal. Moderate anxiety is beneficial and can lead to honest self-appraisal.

POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.2 - Identify key issues and special problems faced by beginning group counselors. DATE CREATED: 3/3/2022 10:22 AM DATE MODIFIED: 3/3/2022 10:24 AM 14. Which of the following skills involves providing group members with encouragement and reinforcement? a. suggesting b. supporting c. goal setting d. giving feedback ANSWER: RATIONALE:

Supporting means providing group members with encouragement and reinforcement, especially when they are disclosing personal information, exploring painful feelings, or taking risks.

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.3 - Describe ways of creating safety and trust in a group. DATE CREATED: 3/3/2022 10:25 AM DATE MODIFIED: 3/3/2022 10:28 AM 15. Which of the following skills involves intervening to stop counterproductive behaviors within the group? a. blocking b. supporting c. empathizing d. protecting ANSWER: RATIONALE:

Sometimes a leader must block—intervene to stop—counterproductive behaviors within the group.

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.3 - Describe ways of creating safety and trust in a group.

DATE CREATED: DATE MODIFIED:

3/3/2022 10:28 AM 3/3/2022 10:30 AM

16. What is the main problem many group leaders experience with self-disclosure? a. deciding what to reveal b. deciding who to reveal to c. deciding how much to reveal d. deciding when to reveal ANSWER: RATIONALE:

Although what to reveal and when are factors in determining the appropriateness of self-disclosure, the problem centers on how much to reveal.

POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.4 - Differentiate between facilitative and inappropriate self-disclosure by the group leader. DATE CREATED: 3/3/2022 10:30 AM DATE MODIFIED: 3/3/2022 10:33 AM 17. When opening an open group, it may be particularly useful for the group leader to ask new members which

of the following? a. What is your diagnosis? b. What did you learn from last week’s session? c. What do you hope to get from the group? d. What does this group mean to you? ANSWER: RATIONALE:

In an open group (one where membership changes somewhat from week to week), it is a good idea to encourage those members who have been part of the group for a while to share with newcomers what the group has meant to them. Those who are just joining the group can say something about what they hope to get from the experience and perhaps share any of their anxieties pertaining to coming to the group.

POINTS: 1 REFERENCES: Special Skills for Opening and Closing Group Sessions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.6 - List specific skills and tasks in opening group sessions. DATE CREATED: 3/3/2022 10:33 AM DATE MODIFIED: 3/3/2022 10:34 AM 18. According to the text, following a person-centered approach both group leaders and members are likely to

do which of the following to open a group session to facilitate the group process? a. Express thoughts or feelings about the previous session. b. Discuss problems they have experienced since the previous session. c. Report on their progress since the previous session.

d. Identify what they learned in the previous session. ANSWER: RATIONALE:

In a person-centered approach, both group members and leaders may open a session by expressing their thoughts or feelings about the previous session, while group members may also be asked to discuss problems they have experienced since the previous session, report on their progress since the previous session, or reflect on what they learned in the previous session.

POINTS: 1 REFERENCES: Special Skills for Opening and Closing Group Sessions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.6 - List specific skills and tasks in opening group sessions. DATE CREATED: 3/3/2022 10:35 AM DATE MODIFIED: 3/3/2022 10:37 AM 19. According to the text, which group leadership skill plays an especially important role in closing a session? a. blocking b. summarizing c. empathizing d. suggesting ANSWER: RATIONALE:

Before closing a session, it is essential to allow time for integrating what has occurred, for reflecting on what has been experienced, for talking about what the participants may do between now and the next session, and for summarizing. Summarizing can be effective at the end of each session to summarize both the group process and group member progress toward their individual goals, as well as summarize common themes and issues that have been observed and other reflections on the group process. The group leader may add summary comments, especially about the group process, but an effective group leader will ideally help teach members how to integrate and summarize what they have learned for themselves.

POINTS: 1 REFERENCES: Special Skills for Opening and Closing Group Sessions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.7 - List specific skills and tasks in closing group sessions. DATE CREATED: 3/3/2022 10:37 AM DATE MODIFIED: 3/3/2022 10:39 AM 20. At what point should group leaders assess the progress of the group to determine if there are any issues

group members want to address? a. never, since it is the responsibility of group members to bring up their issues b. at the midpoint c. just before the group ends d. repeatedly, throughout the group session ANSWER: RATIONALE:

The leader may find it useful to check with the group around the midpoint of the

session and say something like “I’m aware that we still have an hour left before we close today; I want to see if there are any matters you want to bring up before we close” or “I’d like each of you to give me an idea of how you feel about this session; so far, have you gotten what you wanted from it?” POINTS: 1 REFERENCES: Special Skills for Opening and Closing Group Sessions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.7 - List specific skills and tasks in closing group sessions. DATE CREATED: 3/3/2022 10:58 AM DATE MODIFIED: 3/3/2022 10:59 AM 21. What should a counselor keep in mind when working with a culturally diverse group? a. Special knowledge and skills are required. b. Group members are probably more similar than might be thought. c. The focus should be on the dominant culture. d. The group will be unlikely to become cohesive. ANSWER: RATIONALE:

Special knowledge and skills are required for dealing with culturally diverse groups.

POINTS: 1 REFERENCES: Becoming a Diversity-Competent Group Counselor QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.8 - Understand the role of diversity issues in the therapeutic relationship. DATE CREATED: 3/3/2022 11:00 AM DATE MODIFIED: 3/3/2022 11:02 AM 22. Because of the demands of both clients and insurance companies and others who fund group work, research

emphasis has moved to which of the following? a. outcome studies b. process identification c. theory development d. basic findings ANSWER: RATIONALE:

Both consumers and funding agencies have increasingly demanded that practitioners provide evidence for the value of their therapeutic strategies. In recent years, the focus of group studies has shifted from an emphasis on process research (i.e., what is done during the group) to an examination of outcomes (studies focusing on improvements experienced by participants).

POINTS: 1 REFERENCES: The Role of Research in the Practice of Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.10 - Explain the difference between evidence-based practice and practice-based evidence.

DATE CREATED: DATE MODIFIED:

3/3/2022 11:02 AM 3/3/2022 11:03 AM

23. Which of the following skills involves opening up clear and direct communication among the participants

and helping them assume increasing responsibility for the group’s direction? a. suggesting b. facilitating c. goal setting d. giving feedback ANSWER: RATIONALE:

Facilitation skills involve opening up clear and direct communication among the members and helping them assume increasing responsibility for the direction of the group. Facilitating is aimed at enhancing the group experience and enabling members to reach their goals.

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 11:04 AM DATE MODIFIED: 3/3/2022 11:06 AM 24. Which of the following skills is defined as saying in slightly different words what a member has said to

clarify its meaning? a. reflecting feelings b. supporting c. facilitating d. restating ANSWER: RATIONALE:

Restating is paraphrasing what a participant has said to clarify its meaning and is aimed at determining that the leader has correctly understood the client’s statement and providing support and clarification.

thinking levels and simplifying client statements by focusing on the core of the message? a. active listening b. clarifying c. restating

d. summarizing ANSWER: RATIONALE:

Clarifying is grasping the essence of a message at both the feeling and thinking levels, and simplifying client statements by focusing on the core of the message. It is intended to help clients sort out conflicting and confused feelings and thoughts and to arrive at a meaningful understanding of what is being communicated.

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 11:08 AM DATE MODIFIED: 3/3/2022 11:11 AM 26. The leader’s deep belief in the value of the group process is essential to the success of the group. a. True b. False ANSWER: True RATIONALE: Practitioners who lead groups simply because they are expected to do so, without

being convinced that groups make a difference, are unlikely to inspire group members. Thus, the leader’s deep belief in the value of the group process is essential to the success of the group. POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 11:11 AM DATE MODIFIED: 3/3/2022 11:14 AM 27. Group leaders should not challenge members of the group. a. True b. False ANSWER: False RATIONALE: Group leaders should respectfully challenge members of their groups. POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 11:14 AM DATE MODIFIED: 3/3/2022 11:17 AM 28. Group leaders should be free of problems. a. True

b. False

ANSWER: RATIONALE:

False

Group leaders need not be problem free. The issue is not whether leaders have personal problems but whether they are willing to make a serious attempt to live the way they encourage members to live.

POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 11:18 AM DATE MODIFIED: 3/3/2022 11:19 AM 29. Group leaders should seek to ignore their internal dialogues. a. True b. False ANSWER: RATIONALE:

False

It is essential for group counselors to identify and examine their internal dialogue. Even the most effective group leaders may find themselves slipping into distorted ways of thinking and engaging in negative thoughts when the group seems to have stalled.

POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.2 - Identify key issues and special problems faced by beginning group counselors. DATE CREATED: 3/3/2022 11:19 AM DATE MODIFIED: 3/3/2022 11:20 AM 30. An effective group leader will remain mysterious and hidden from group members. a. True b. False ANSWER: False RATIONALE: Appropriate self-disclosure can be useful in groups and help the group to reflect and

progress. POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.2 - Identify key issues and special problems faced by beginning group counselors. DATE CREATED: 3/3/2022 11:21 AM DATE MODIFIED: 3/3/2022 11:22 AM 31. Because they want to be liked by group members, many new leaders will often disclose too much. a. True b. False

ANSWER:

True

RATIONALE:

Most beginning group leaders (and many experienced ones) have a strong need to be approved of and accepted by group members. It is easy to make the mistake of “paying membership dues” by sharing intimate details to prove

that the leader is just as human as the members. POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.2 - Identify key issues and special problems faced by beginning group counselors. DATE CREATED: 3/3/2022 11:22 AM DATE MODIFIED: 3/3/2022 11:24 AM 32. When blocking, the group leader should focus on what the behavior indicates about the person’s character. a. True b. False ANSWER: False RATIONALE: Blocking is a skill that requires sensitivity, directness, and the ability to stop the

activity without attacking the person. The attention should be on the specific behavior and not on the character of the person, and labeling should be avoided. POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.3 - Describe ways of creating safety and trust in a group. DATE CREATED: 3/3/2022 11:24 AM DATE MODIFIED: 3/3/2022 11:26 AM 33. Protecting typically involves taking a parental attitude toward the group. a. True b. False ANSWER: False RATIONALE: Leaders need to be able to safeguard members from unnecessary psychological or

physical risks associated with being in a group, but this should be done without assuming a parental attitude. POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.3 - Describe ways of creating safety and trust in a group. DATE CREATED: 3/3/2022 11:26 AM DATE MODIFIED: 3/3/2022 11:27 AM 34. Appropriate self-disclosure is an essential aspect of group leading. a. True b. False ANSWER: True

RATIONALE:

Appropriate, facilitative self-disclosure is an essential aspect of the art of group leading, as it can be helpful to the group and individuals.

POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.4 - Differentiate between facilitative and inappropriate self-disclosure by the group leader. DATE CREATED: 3/3/2022 11:27 AM DATE MODIFIED: 3/3/2022 11:29 AM 35. A group leader must be willing to disclose intimate details of their past to demonstrate their empathy. a. True b. False ANSWER: False RATIONALE: It is not necessary to disclose details of your past or of your personal life to make

yourself known as a person or to empathize with the participants. POINTS: 1 REFERENCES: Special Problems and Issues for Beginning Group Leaders QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.4 - Differentiate between facilitative and inappropriate self-disclosure by the group leader. DATE CREATED: 3/3/2022 11:29 AM DATE MODIFIED: 3/3/2022 11:30 AM 36. Leadership skills come naturally and need not be practiced. a. True b. False ANSWER: False RATIONALE: Like most skills, leadership skills are learned and need to be practiced. POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 11:30 AM DATE MODIFIED: 3/3/2022 11:32 AM 37. Summarizing is particularly useful when moving from topic to topic. a. True b. False ANSWER: RATIONALE:

True

The skill of pulling together the important elements of a group interaction or part of a session is known as summarizing. This ability is particularly useful when making a transition from one topic to another. Rather than merely proceeding from issue to

issue, identifying common elements can increase learning and maintain continuity. POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 11:32 AM DATE MODIFIED: 3/3/2022 11:33 AM 38. Empathy involves losing yourself in the experiences of another. a. True b. False ANSWER: RATIONALE:

False

The core of the skill of empathy lies in leaders’ ability to sensitively grasp the subjective world of the participant and yet retain their own separateness.

POINTS: 1 REFERENCES: Group Leadership Skills QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 11:33 AM DATE MODIFIED: 3/3/2022 11:35 AM 39. It doesn’t matter much how a group is opened. a. True b. False ANSWER: False RATIONALE: How a group is opened helps set the stage for the entire group session. POINTS: 1 REFERENCES: Special Skills for Opening and Closing Group Sessions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.6 - List specific skills and tasks in opening group sessions. DATE CREATED: 3/3/2022 11:35 AM DATE MODIFIED: 3/3/2022 11:36 AM 40. Structured exercises may help group members identify what they want to discuss in the group session. a. True b. False ANSWER: True RATIONALE: One way to open a group session is through the use of a structured exercise that

assists members in identifying the concerns they want to explore. POINTS: REFERENCES: QUESTION TYPE:

1 Special Skills for Opening and Closing Group Sessions True / False

HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.6 - List specific skills and tasks in opening group sessions. DATE CREATED: 3/3/2022 11:36 AM DATE MODIFIED: 3/3/2022 11:37 AM 41. Group closings should be abrupt. a. True b. False ANSWER: RATIONALE:

False

Group closings require time and effort. Before closing a session, it is essential to allow time for integrating what has occurred, for reflecting on what has been experienced, for talking about what the participants may do between now and the next session, and for summarizing.

POINTS: 1 REFERENCES: Special Skills for Opening and Closing Group Sessions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.7 - List specific skills and tasks in closing group sessions. DATE CREATED: 3/3/2022 11:37 AM DATE MODIFIED: 3/3/2022 11:39 AM 42. Being culturally competent requires self-awareness. a. True b. False ANSWER: True RATIONALE: Being a diversity-competent group counselor demands self-awareness and an open

stance on your part. POINTS: 1 REFERENCES: Becoming a Diversity-Competent Group Counselor QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.8 - Understand the role of diversity issues in the therapeutic relationship. DATE CREATED: 3/3/2022 11:39 AM DATE MODIFIED: 3/3/2022 11:40 AM 43. Working with a culturally diverse group sometimes means changing interventions to be more culturally

appropriate. a. True b. False ANSWER: RATIONALE:

True

POINTS: REFERENCES: QUESTION TYPE:

1 Becoming a Diversity-Competent Group Counselor True / False

Group leaders modify and adapt their interventions in a group to accommodate cultural differences and recognize that some helping strategies may be culture-bound.

HAS VARIABLES:

False

LEARNING OBJECTIVES: LO 2.8 - Understand the role of diversity issues in the therapeutic relationship. DATE CREATED: 3/3/2022 6:35 PM DATE MODIFIED: 3/3/2022 6:36 PM 44. Becoming a diversity-competent counselor is a journey, not a destination. a. True b. False ANSWER: RATIONALE:

True

Group leaders flexibly modify and adapt their interventions in a group to accommodate cultural differences, recognize that some helping strategies may be culture-bound, and do not force their clients to fit within one counseling approach.

POINTS: 1 REFERENCES: Becoming a Diversity-Competent Group Counselor QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.9 - Explain what is involved in becoming a diversity-competent group counselor. DATE CREATED: 3/3/2022 6:37 PM DATE MODIFIED: 3/3/2022 6:38 PM 45. Managed care companies are particularly likely to require the collection of outcome data. a. True b. False ANSWER: True RATIONALE: Counselors are typically expected to gather evaluation data that will support the value

of their group services. Accountability is now being stressed in all settings, and especially by managed health care companies. POINTS: 1 REFERENCES: The Role of Research in the Practice of Group Work QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 2.10 - Explain the difference between evidence-based practice and practice-based evidence. DATE CREATED: 3/3/2022 6:38 PM DATE MODIFIED: 3/3/2022 6:40 PM 46. Skovholt and Jennings (2004) studied 10 therapists they characterized as master therapists and identified

traits they had in common. List four traits and discuss how you believe each contributes to being an effective group leader. ANSWER:

Answers will vary but should include at least four of the following attributes identified from Skovholt and Jennings’s investigation of highly effective therapists: • • • •

A drive to master, yet a sense of never arriving An ability to deeply enter the world of another without losing a sense of self The ability to provide an emotionally safe environment for clients while challenging them The ability to draw on their therapeutic power to help others while maintaining a sense of humility

•

Integration of their personal and professional selves with clear boundaries

• • •

between each dimension The ability to give to others while taking care of themselves The ability to accept feedback about themselves without becoming destabilized by this feedback

Other specific one-word characteristics associated with this portrait of the master therapist include being alive, congruent, committed, determined, intense, open, curious, tolerant, vital, reflective, self-aware, generous, mature, optimistic, analytic, fun, discerning, energetic, robust, inspiring, and passionate

POINTS: 1 REFERENCES: The Group Leader as a Person QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 2.1 - Identify the characteristics and functions of effective group counselors. DATE CREATED: 3/3/2022 6:40 PM DATE MODIFIED: 3/3/2022 6:41 PM 47. Successful leadership requires specific group leadership skills and the appropriate performance of certain

functions. Identify and explain three of these skills. ANSWER:

Answers will vary but should include at least three of the following: • • • • • • • • • • • • • • • • • • • • • •

POINTS: REFERENCES: QUESTION TYPE: HAS VARIABLES:

Active listening Restating Clarifying Summarizing Questioning Interpreting Confronting Reflecting feelings Supporting Empathizing Facilitating Initiating Setting goals Evaluating Giving feedback Suggesting Protecting Disclosing oneself Modeling Linking Blocking

Terminating

1 Group Leadership Skills Essay False

STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 2.5 - List and define the various group leadership skills. DATE CREATED: 3/3/2022 6:41 PM DATE MODIFIED: 3/3/2022 6:42 PM 48. 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. ANSWER:

Answers will vary but should include two of the following ideas: • • • •

•

Participants can be asked to briefly state what they want to get from the session. Members can be given a chance to express any thoughts they may have had about the previous session or to bring up for consideration any unresolved issues from an earlier meeting. Participants can be asked to report on the progress or difficulties they experienced during the week. In an open group, it is a good idea to encourage those members who have been part of the group for a while to share with newcomers what the group has meant to them. Those who are just joining the group can say something about what they hope to get from the experience and perhaps share any of their anxieties pertaining to coming to the group.

In addition to facilitating member involvement in opening a session, group leaders may want to make some observations about the previous meeting or relate some thoughts that have occurred to them since the group last met.

POINTS: 1 REFERENCES: Special Skills for Opening and Closing Group Sessions QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 2.6 - List specific skills and tasks in opening group sessions. DATE CREATED: 3/3/2022 6:43 PM DATE MODIFIED: 3/3/2022 6:44 PM 49. Describe and discuss the conceptual model of cultural competence developed by Sue and colleagues and by

Arredondo and colleagues. ANSWER: Answers will vary but should include (1) awareness of beliefs and attitudes, (2) knowledge, and (3) skills. POINTS: 1 REFERENCES: Becoming a Diversity-Competent Group Counselor QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 2.9 - Explain what is involved in becoming a diversity-competent group counselor. DATE CREATED: 3/3/2022 6:45 PM DATE MODIFIED: 3/3/2022 6:46 PM 50. Describe practice-based evidence and its differences when compared to evidence-based practice. ANSWER: Answers will vary but should include the idea that practice-based evidence involves

data generated during treatment and is intended to inform the process and outcome of treatment. POINTS: 1 REFERENCES: The Role of Research in the Practice of Group Work QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 2.10 - Explain the difference between evidence-based practice and practice-based evidence. DATE CREATED: 3/3/2022 6:46 PM DATE MODIFIED: 3/3/2022 6:47 PM

Chapter 03: Ethical and Professional Issues in Group Practice 1. A member has a right to expect which of the following before making the decision of whether or not to join a particular group? a. a discussion of how the other group members are progressing b. a clear statement regarding the purpose of the group c. a pregroup assessment of all other group members d. information about diagnoses of each individual group member ANSWER: a RATIONALE: Group members have a right to informed consent, which includes providing information about the purpose of the group they are considering joining. They do not have a right to information about other group members. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. DATE CREATED: 3/3/2022 6:59 PM DATE MODIFIED: 3/3/2022 7:01 PM 2. Which of the following is ethical for a group leader to tell potential members? a. Once they join a group, they are required to remain in it until the group ends. b. They may leave a group only with the consent of the group leader. c. They are expected to leave the group if the members vote them out. d. They should discuss any concerns they have with the leader rather than just leaving the group. ANSWER: d RATIONALE: Group members should be encouraged to discuss concerns with the group leader before simply leaving a group, but they cannot be required to remain or to get the leader’s consent to quit, nor can they be voted out by other members. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. DATE CREATED: 3/3/2022 7:01 PM DATE MODIFIED: 3/3/2022 7:03 PM 3. In groups, confidentiality is best defined by which of the following statements? a. a right only if the group agrees b. something that members can be guaranteed c. limited by state laws d. an absolute that can never be broken for any reason ANSWER: c RATIONALE: Confidentiality is an important right of group members, but it is limited because counselors have a legal obligation to report abuse of children and dependent adults and credible threats of harm. POINTS: 1

REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.4 - Define and explore the role of confidentiality in a group. DATE CREATED: 3/3/2022 7:03 PM DATE MODIFIED: 3/3/2022 7:05 PM 4. According to your text, group leaders have which of the following responsibilities? a. to enforce confidentiality among group members b. to explain why confidentiality is important c. to never break confidentiality under any circumstances d. to punish group members who violate others’ confidentiality ANSWER: b RATIONALE: Group leaders have an ethical responsibility to explain to group members why confidentiality is important and the circumstances under which the leader is required to violate confidentiality, but they can neither enforce confidentiality nor punish group members who violate it. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.4 - Define and explore the role of confidentiality in a group. DATE CREATED: 3/3/2022 7:06 PM DATE MODIFIED: 3/3/2022 7:08 PM 5. The ACA Code of Ethics (ACA, 2014) would likely consider which of the following to be ethical on the part of a group leader? a. violating confidentiality because the leader finds a behavior objectionable b. violating confidentiality if a group member credibly threatens to harm a specific individual c. violating confidentiality to report ongoing child abuse d. violating confidentiality when casually chatting with a friend ANSWER: b RATIONALE: The ACA Code of Ethics (ACA, 2014) specifically permits violation of confidentiality to report credible threats of harm or in the case of child or dependent adult abuse as doing so is required by law but would consider violating confidentiality in a casual chat with a friend to be unethical. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.4 - Define and explore the role of confidentiality in a group. DATE CREATED: 3/3/2022 7:08 PM DATE MODIFIED: 3/3/2022 7:09 PM 6. The Association for Specialists in Group Work’s (ASGW’s) training standards state that group leadership skills are best mastered through which of the following? a. supervised practice

b. classroom discussion c. critiquing theories d. observing others ANSWER: a RATIONALE: Although learning about the theoretical foundations of group work, classroom discussions, and observation of others are all part of learning to be a group counselor, the ASGW (2000) training standards state that group leadership skills are best mastered through supervised practice that involves observation and participation in a group experience. POINTS: 1 REFERENCES: Group Leader Competence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.8 - Explain what is involved in becoming a competent group counselor. DATE CREATED: 3/3/2022 7:09 PM DATE MODIFIED: 3/3/2022 7:11 PM 7. Informed consent is best described as which of the following? a. nice but not necessary b. an ongoing process c. needed only if asked about d. a “one and done” issue ANSWER: b RATIONALE: Informed consent is an ethical obligation and is best viewed as a process that includes discussion of the purposes of the group, the qualifications of the leader, techniques often used in the group, the rights and obligations of group members, and the risks and benefits of participating in the group. Potential members should also receive information about alternatives to group treatment; policies regarding appointments, fees, and insurance; and the nature and limitations of confidentiality in a group. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.2 - Define and describe the role of informed consent in a group. DATE CREATED: 3/3/2022 7:12 PM DATE MODIFIED: 3/3/2022 7:14 PM 8. Which of the statements below most accurately reflects the concept of privileged communication? a. The legal concept of privileged communication is not recognized in a group setting unless there is a statutory exception. b. The ethical term “privileged communication” is synonymous with the term “confidentiality.” c. Privileged communication is always recognized in group settings. d. The ethical term “privileged communication” is synonymous with the term “confidentiality” and is always recognized in group settings. ANSWER: a RATIONALE: Privileged communication exists when an individual tells someone else, typically a professional like a counselor, psychologist, or clergy member, and the professional is protected from having to disclose it. However, in groups, privileged communication does not exist, since individuals are discussing issues with others, who are not professionals.

POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.4 - Define and explore the role of confidentiality in a group. DATE CREATED: 3/3/2022 7:14 PM DATE MODIFIED: 3/3/2022 7:15 PM 9. Informing group participants about the psychological risks associated with group work is which of the following? a. absolution from potential legal liability b. something that should be avoided c. potentially harmful to group participants d. an ethical obligation of group leaders ANSWER: d RATIONALE: Disclosing potential harm is an ethical obligation, but it does not absolve the leader from potential legal liability. POINTS: 1 REFERENCES: Psychological Risks in Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. DATE CREATED: 3/3/2022 7:15 PM DATE MODIFIED: 3/3/2022 7:19 PM 10. Addressing diversity in group work is which of the following? a. a legal concept b. an ethical mandate c. a trend that is not expected to last d. a luxury, but not a necessity ANSWER: b RATIONALE: Counselors are ethically required to address issues relating to multiculturalism, including becoming competent multicultural group leaders. POINTS: 1 REFERENCES: Ethical Issues in Multicultural Group Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.6 - Understand the ethical issues pertaining to multicultural group counseling. DATE CREATED: 3/3/2022 7:19 PM DATE MODIFIED: 3/3/2022 7:21 PM 11. Which of the following statements is true with regard to the issue of confidentiality rights of minors? a. Those who do groups with children are not required to explain confidentiality but they are required to keep everything confidential. b. Those who do groups with children need to explain what will be kept confidential and what may need to be shared with school personnel. c. School counselors can be completely candid in how they talk about children attending their groups to teachers

and administrators. d. If children begin to talk about other members outside of the group, they will be expelled from school. ANSWER: b RATIONALE: Children do have confidentiality rights, including in school-based groups, and they also have a right to an explanation of confidentiality, including the situations under which their confidentiality may be violated. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.4 - Define and explore the role of confidentiality in a group. DATE CREATED: 3/3/2022 7:22 PM DATE MODIFIED: 3/3/2022 7:25 PM 12. Which of the following is true with regard to the issue of members socializing outside of the group? a. It is expected and a sign of growth. b. It is almost always immoral. c. Ff it interferes with the functioning of the group, it should be discouraged. d. Out-of-group contact and socialization is always beneficial. ANSWER: c RATIONALE: Socialization outside of groups has the potential to be beneficial and show progress, but if it interferes with the group (e.g., by forming cliques within the group), it can be counterproductive and should be discouraged. POINTS: 1 REFERENCES: Socializing Among Group Members QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. DATE CREATED: 3/3/2022 7:25 PM DATE MODIFIED: 3/3/2022 7:26 PM 13. Which of the following is true of group work? a. Leaders impose their worldview on the members. b. The leader’s values play an important role. c. Members should refrain from discussion about values. d. Members tell others how to change their behavior. ANSWER: b RATIONALE: Leader’s values play an important role in group interactions, and it is the responsibility of leaders to both examine their own values and refrain from imposing them on group members. POINTS: 1 REFERENCES: Impact of the Leader’s Values on the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.5 - Describe and clarify the impact of the leader’s values on the group. DATE CREATED: 3/3/2022 7:27 PM DATE MODIFIED: 3/3/2022 7:30 PM

14. Which of the following is true of addressing spiritual and religious values in group counseling? a. It should not be a topic of discussion in group counseling sessions. b. It encompasses particularly sensitive, controversial, and complex concerns. c. The values are often the primary cause of dysfunction in clients and should be the focal point. d. The values are not considered to be part of the cultural background of clients. ANSWER: b RATIONALE: Spiritual and religious values are part of each individual’s cultural background, and may be related to both the client’s issues and the solutions to them. However, they are often particularly sensitive, controversial, and complex. POINTS: 1 REFERENCES: Religious and Spiritual Values in Group Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.6 - Understand the ethical issues pertaining to multicultural group counseling. DATE CREATED: 3/3/2022 7:30 PM DATE MODIFIED: 3/3/2022 7:31 PM 15. Masters- and doctoral-level training programs do not necessarily require which of the following? a. classroom experiences b. participation in groups c. ethical conduct by instructors d. the use of instructional texts ANSWER: b RATIONALE: Although participation in groups is not required by all training programs, your text recommends students seek out such opportunities as they can be very helpful both personally and professionally. POINTS: 1 REFERENCES: Group Leader Competence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.8 - Explain what is involved in becoming a competent group counselor. DATE CREATED: 3/3/2022 7:31 PM DATE MODIFIED: 3/3/2022 7:33 PM 16. Which of these is a process intended to give participants the opportunity to decide if they want to participate in a group? a. self-inventory b. confidentiality c. privileged communication d. informed consent ANSWER: d RATIONALE: Informed consent is an ongoing process that begins with presenting basic information about a group to potential group members to assist them in making decisions about whether or not to enter and how to participate in a group. Members have a right to receive basic information before joining a group, and they have a right to expect certain other information during the course of the group.

POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.2 - Define and describe the role of informed consent in a group. DATE CREATED: 3/3/2022 7:33 PM DATE MODIFIED: 3/3/2022 7:35 PM 17. Which of the following refers to a counselor deliberately setting aside their personal values? a. ethical bracketing b. competence c. diversity d. cultural encapsulation ANSWER: a RATIONALE: Ethical bracketing, the intentional setting aside of the counselor’s personal values in order to provide ethical and appropriate counseling to all clients, especially those whose worldviews, values, belief systems, and decisions differ significantly from those of the counselor. POINTS: 1 REFERENCES: Impact of the Leader’s Values on the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.5 - Describe and clarify the impact of the leader’s values on the group. DATE CREATED: 3/3/2022 7:35 PM DATE MODIFIED: 3/3/2022 7:36 PM 18. A counselor who views their own values as superior to those of others is best described as evidencing which of the following? a. ethnocentrism b. lack of empathy c. cultural encapsulation d. psychological denial ANSWER: c RATIONALE: Cultural encapsulation refers to the belief that certain values are superior to other values and ought to be adopted and used by everyone, regardless of their own values. In group settings, it can lead to misinterpretation and unnecessary conflict, and impede progress. POINTS: 1 REFERENCES: Ethical Issues in Multicultural Group Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.5 - Describe and clarify the impact of the leader’s values on the group. LO 3.6 - Understand the ethical issues pertaining to multicultural group counseling. DATE CREATED: 3/3/2022 7:36 PM DATE MODIFIED: 3/3/2022 7:38 PM 19. Who, among the following, is most likely to view individuals in terms of stereotypes? a. a diversity trained counselor b. a culturally encapsulated counselor

c. a professional supervisor d. a culturally diverse counselor ANSWER: b RATIONALE: Culturally encapsulated individuals fail to recognize that differences exist among and within groups, and often view individuals in terms of stereotypes rather than as individuals who have been shaped by their own complex cultures. POINTS: 1 REFERENCES: Ethical Issues in Multicultural Group Counseling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.6 - Understand the ethical issues pertaining to multicultural group counseling. DATE CREATED: 3/3/2022 7:38 PM DATE MODIFIED: 3/3/2022 7:39 PM 20. ASGW’s “Best Practice Guidelines” suggest which of the following when leading groups? a. refrain from discussion of your theoretical orientation b. remain current and increase your knowledge and skill competencies c. avoid consultation, as it may lead to conflicting opinions d. be dogmatic in your approach to counseling ANSWER: a RATIONALE: The guidelines suggest that leaders should increase their knowledge and skill competencies through activities such as continuing education, professional supervision, and participation in personal and professional development activities. POINTS: 1 REFERENCES: Group Leader Competence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.8 - Explain what is involved in becoming a competent group counselor. DATE CREATED: 3/3/2022 7:40 PM DATE MODIFIED: 3/3/2022 7:41 PM 21. Luke, who is a group member, often snaps angrily at the group leader when the leader tries to clarify what Luke has said. Although not recognizing it, Luke tends to do the same thing with their spouse. This behavior is best characterized as which of the following? a. countertransference b. competence c. transference d. malpractice ANSWER: c RATIONALE: Transference is the unconscious process whereby members project onto you, the group leader, past feelings or attitudes that they had toward significant people in their lives. POINTS: 1 REFERENCES: Group Leader Competence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.8 - Explain what is involved in becoming a competent group counselor.

DATE CREATED: DATE MODIFIED:

3/3/2022 7:42 PM 3/3/2022 7:46 PM

22. Which of the following refers to projecting conscious and unconscious feelings onto the members of a group. a. countertransference b. competence c. transference d. malpractice ANSWER: a RATIONALE: Countertransference, projecting your own conscious and unconscious emotional responses onto group members, may result from unresolved personal problems. POINTS: 1 REFERENCES: Group Leader Competence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.8 - Explain what is involved in becoming a competent group counselor. DATE CREATED: 3/3/2022 7:46 PM DATE MODIFIED: 3/3/2022 7:47 PM 23. If group members can prove that some form of harm has resulted from a group leader’s negligence or ignorance, the leader may be faced with which of the following? a. a competency hearing b. an ombudsman action c. a malpractice suit d. a criminal charge ANSWER: c RATIONALE: Malpractice is the failure to render professional services or to exercise the degree of skill that is ordinarily expected of other professionals in a similar situation. Malpractice is a legal concept involving alleged negligence that results in injury or loss to the client. POINTS: 1 REFERENCES: Liability and Malpractice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.9 - Explain the concepts of legal liability and malpractice in group work. DATE CREATED: 3/3/2022 7:47 PM DATE MODIFIED: 3/3/2022 7:48 PM 24. Which of the following is the most appropriate way to prevent malpractice? a. have group members sign away their right to sue you b. avoid working with individuals who are prone to legal actions c. only include people you genuinely like in groups d. practice within your field of competency ANSWER: d RATIONALE: According to your text, the best way to protect yourself from a malpractice suit is to take preventive measures, which means not practicing outside the boundaries of your competence. POINTS: 1

REFERENCES: Liability and Malpractice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.10 - List several risk management strategies for practicing group work. DATE CREATED: 3/3/2022 7:49 PM DATE MODIFIED: 3/3/2022 7:51 PM 25. Group leaders who are conducting groups in which members are “involuntary” (i.e., required by court or some other entity to attend) should do which of the following? a. Refrain from obtaining informed consent, since participation is not voluntary. b. Make sure participants know what the consequences of not attending might be. c. Force group members to participate, even if they are not interested in doing so. d. Refuse to acknowledge their attendance at the group unless they are productive. ANSWER: b RATIONALE: When participation is mandatory, informed consent is as important as it is when working with voluntary groups. Group leaders must fully inform involuntary members of the nature and goals of the group, the procedures to be used, their rights and responsibilities, the limits of confidentiality, and what effect their level of participation in the group will have on critical decisions about them outside of the group. Group members do have some choice in whether to attend or face the consequences of not taking part in the group. Involuntary members who choose not to participate in the group need to be prepared to deal with consequences such as being expelled from school, doing jail time, or being in juvenile detention. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.3 - Identify critical issues involved in working with involuntary groups. DATE CREATED: 3/3/2022 7:51 PM DATE MODIFIED: 3/3/2022 7:53 PM 26. Because it is such a sensitive issue, discussion regarding fees should be avoided. a. True b. False ANSWER: False RATIONALE: Group members have a right to information about fees, including what their payment responsibilities are. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.2 - Define and describe the role of informed consent in a group. DATE CREATED: 3/3/2022 7:53 PM DATE MODIFIED: 3/3/2022 7:55 PM 27. If a group member fails to attend a meeting, the leader should simply remove them from the group. a. True b. False

ANSWER: RATIONALE:

False Although it is important for group members to attend groups, failure to attend a single meeting is not justification for removing the individual from the group. The group leader should seek to talk with the group member to see why they did not attend and to determine whether they want to continue attending. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.2 - Define and describe the role of informed consent in a group. DATE CREATED: 3/3/2022 7:55 PM DATE MODIFIED: 3/3/2022 7:56 PM 28. There is no need for a group leader to disclose their professional qualifications. a. True b. False ANSWER: False RATIONALE: The informed consent process should include a statement describing the education, training, and qualifications of the group leader. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.2 - Define and describe the role of informed consent in a group. DATE CREATED: 3/3/2022 7:56 PM DATE MODIFIED: 3/3/2022 7:57 PM 29. Once the informed consent paperwork is signed, there is no need to discuss it again. a. True b. False ANSWER: False RATIONALE: Informed consent is an ongoing process that begins with presenting basic information about a group to potential group members to assist them in making decisions about whether or not to enter and how to participate in a group. Members have a right to receive basic information before joining a group, and they have a right to expect certain other information during the course of the group. Discussing informed consent is not a one-time event, and group leaders will revisit this topic as necessary throughout the stages of the group. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.2 - Define and describe the role of informed consent in a group. DATE CREATED: 3/3/2022 7:57 PM DATE MODIFIED: 3/3/2022 7:58 PM 30. Informed consent is not needed with involuntary groups. a. True

b. False ANSWER: RATIONALE:

False Informed consent is particularly important when working with involuntary groups. Group leaders must fully inform involuntary members of the nature and goals of the group, the procedures to be used, their rights and responsibilities, the limits of confidentiality, and what effect their level of participation in the group will have on critical decisions about them outside of the group. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.3 - Identify critical issues involved in working with involuntary groups. DATE CREATED: 3/3/2022 7:59 PM DATE MODIFIED: 3/3/2022 8:00 PM 31. Involuntary group members have no choice about their participation in groups. a. True b. False ANSWER: False RATIONALE: It is not possible, nor is it ethical to force individuals to participate in groups, but they should understand the effects their lack of participation might have, such as revocation of probation, challenges to child visitations, or other adverse consequences. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.3 - Identify critical issues involved in working with involuntary groups. DATE CREATED: 3/3/2022 8:00 PM DATE MODIFIED: 3/3/2022 8:01 PM 32. Confidentiality does not apply to minors. a. True b. False ANSWER: False RATIONALE: Although their rights may differ somewhat, minors do have some confidentiality protections and counselors have an ethical obligation to protect their confidentiality as much as possible, POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.4 - Define and explore the role of confidentiality in a group. DATE CREATED: 3/3/2022 8:02 PM DATE MODIFIED: 3/3/2022 8:03 PM 33. As long as last names aren’t used, it is acceptable for group members to share information from groups to their social media. a. True

b. False ANSWER: RATIONALE:

False Even if last names are not used, group members should be counseled against online postings about what other group members have shared.

POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.4 - Define and explore the role of confidentiality in a group. DATE CREATED: 3/3/2022 8:03 PM DATE MODIFIED: 3/3/2022 8:04 PM 34. Value-laden issues are common in groups. a. True b. False ANSWER: True RATIONALE: Many issues that are discussed in groups, such as interpersonal relationships, personal goals, and life transitions, are value-laden and, as a result, the leader must maintain awareness of their own values. POINTS: 1 REFERENCES: Impact of the Leader’s Values on the Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.5 - Describe and clarify the impact of the leader’s values on the group. DATE CREATED: 3/3/2022 8:04 PM DATE MODIFIED: 3/3/2022 8:05 PM 35. Topics related to religion and spirituality rarely come up in group counseling. a. True b. False ANSWER: True RATIONALE: Survey data of both practicing counselors and counselor educators indicate that spiritual and religious matters are therapeutically relevant, ethically appropriate, and potentially significant topics for the practice of counseling. POINTS: 1 REFERENCES: Religious and Spiritual Values in Group Counseling QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.5 - Describe and clarify the impact of the leader’s values on the group. DATE CREATED: 3/3/2022 8:05 PM DATE MODIFIED: 3/3/2022 8:07 PM 36. Group leaders should be aware of their own cultural biases. a. True b. False ANSWER: True

RATIONALE:

An important goal of a diverse group is to promote understanding, acceptance, and trust among members of various cultural groups. For group leaders to facilitate this understanding and acceptance in a diverse group, it is essential that they be aware of their biases and that they have challenged their stereotypes. Group leaders need to model and attend to biases, both direct and indirect, in their groups. POINTS: 1 REFERENCES: Ethical Issues in Multicultural Group Counseling QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.6 - Understand the ethical issues pertaining to multicultural group counseling. DATE CREATED: 3/3/2022 8:07 PM DATE MODIFIED: 3/3/2022 8:08 PM 37. Group leaders and members should refrain from discussing cultural differences. a. True b. False ANSWER: False RATIONALE: The keys to enabling culturally sensitive conversations in a group are creating a warm and accepting environment, affirming another’s experience, and being willing to have open discussions regarding differences. POINTS: 1 REFERENCES: Ethical Issues in Multicultural Group Counseling QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.6 - Understand the ethical issues pertaining to multicultural group counseling. DATE CREATED: 3/3/2022 8:08 PM DATE MODIFIED: 3/3/2022 8:09 PM 38. Effective group leaders should aim to provoke emotional reactions from group participants in counseling groups. a. True b. False ANSWER: False RATIONALE: Group leaders should avoid pushing members to “get into their emotions.” Some group practitioners measure the efficacy of their group by the level of catharsis, and group leaders who need to see members experience intense emotions can exploit the group members. This expression of emotion can sometimes reveal the leader’s needs, rather than the needs of the members. POINTS: 1 REFERENCES: Uses and Misuses of Group Techniques QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.7 - Explain some key uses and misuses of group techniques. DATE CREATED: 3/3/2022 8:09 PM DATE MODIFIED: 3/3/2022 8:11 PM 39. It is important to have a clear rationale for using a particular technique with a group. a. True

b. False ANSWER: RATIONALE:

True Techniques have a better chance of being used appropriately when there is a rationale underlying their use. POINTS: 1 REFERENCES: Uses and Misuses of Group Techniques QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.7 - Explain some key uses and misuses of group techniques. DATE CREATED: 3/3/2022 8:11 PM DATE MODIFIED: 3/3/2022 8:12 PM 40. Online training raises significant concerns regarding privacy and confidentiality. a. True b. False ANSWER: False RATIONALE: As with many counseling courses, there is the potential for students to share personal stories and private details in class discussion. To ensure privacy for students and to encourage them to participate fully in class, class meetings should not be audio- or videotaped, and students should be in a setting in which other people cannot observe or listen to the sessions. POINTS: 1 REFERENCES: Teaching Group Counseling Virtually QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.8 - Explain what is involved in becoming a competent group counselor. DATE CREATED: 3/3/2022 8:13 PM DATE MODIFIED: 3/3/2022 8:13 PM 41. Students who receive virtual training in group therapy generally remain highly engaged throughout each class. a. True b. False ANSWER: False RATIONALE: One of the challenges of teaching group counseling online is keeping the students engaged during class. It is easy for students to become distracted when they are learning from the comfort of their homes. POINTS: 1 REFERENCES: Teaching Group Counseling Virtually QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.8 - Explain what is involved in becoming a competent group counselor. DATE CREATED: 3/3/2022 8:14 PM DATE MODIFIED: 3/3/2022 8:14 PM 42. Malpractice involves negligence resulting in injury or loss. a. True b. False

ANSWER: RATIONALE:

True Malpractice is the failure to render professional services or to exercise the degree of skill that is ordinarily expected of other professionals in a similar situation. Malpractice is a legal concept involving alleged negligence that results in injury or loss to the client. POINTS: 1 REFERENCES: Liability and Malpractice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.9 - Explain the concepts of legal liability and malpractice in group work. DATE CREATED: 3/3/2022 8:15 PM DATE MODIFIED: 3/3/2022 8:15 PM 43. Negligence is the deliberate and conscious harm of a client. a. True b. False ANSWER: False RATIONALE: Professional negligence can result from departing from the standard of care and commonly accepted practices of others in the profession, or from failing to exercise proper care in fulfilling one’s responsibilities. It need not be deliberate, nor conscious. POINTS: 1 REFERENCES: Liability and Malpractice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.9 - Explain the concepts of legal liability and malpractice in group work. DATE CREATED: 3/3/2022 8:16 PM DATE MODIFIED: 3/3/2022 8:17 PM 44. Counselors should have written procedures for informed consent. a. True b. False ANSWER: True RATIONALE: Counselors should develop written informed consent procedures at the outset of a group. This gives the potential members of groups enough information to make informed choices about group participation and demystifies the group process. POINTS: 1 REFERENCES: Liability and Malpractice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.10 - List several risk management strategies for practicing group work. DATE CREATED: 3/3/2022 8:17 PM DATE MODIFIED: 3/3/2022 8:18 PM 45. Because they may change, it is important for group leaders to be aware of the applicable laws and policies in their states. a. True b. False ANSWER: True

RATIONALE:

Group leaders need to keep up to date with the laws of their state as they affect their professional practice. Ignorance is not a sufficient excuse. POINTS: 1 REFERENCES: Liability and Malpractice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 3.10 - List several risk management strategies for practicing group work. DATE CREATED: 3/3/2022 8:18 PM DATE MODIFIED: 3/3/2022 8:19 PM 46. Discuss the ethical and professional issues that have been brought about by the popularity of social media and how these issues can be mitigated. ANSWER: Answers will vary but should include the following ideas: Confidentiality and privacy issues take on special considerations when group members and their therapists communicate with each other online. There is an increased risk of breach of confidentiality when members of a counseling group engage with each other on social media. Group counselors must address the parameters of online behavior through informed consent and should establish ground rules regarding members’ commitment to avoid posting pictures, comments, or any type of confidential information about other members online. Developing these rules needs to be part of the discussion about norms governing the group. POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. DATE CREATED: 3/3/2022 8:19 PM DATE MODIFIED: 3/3/2022 8:20 PM 47. Identify and discuss two risks of group participation. ANSWER: Answers will vary but should include at least two of the following: • • • • •

POINTS: REFERENCES: QUESTION TYPE: HAS VARIABLES:

Group leaders have an obligation to inform members that pain and struggle are often associated with making life changes; leaders need to educate members about the costs of changing. Occasionally, individual members may be singled out as scapegoats of the group. Other group members may “gang up” and blame this member for problems within the group. Confrontation, a valuable and powerful tool in any group, can be misused, especially when it is employed to destructively attack another. Intrusive interventions, overly confrontive leader tactics, and pushing members beyond their limits often produce negative outcomes. If safety is lacking in a group, members who have been subjected to social injustices may be revictimized when they explore their experiences in the group.

1 Psychological Risks in Groups Essay False

STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. LO 3.10 - List several risk management strategies for practicing group work. DATE CREATED: 3/3/2022 8:21 PM DATE MODIFIED: 3/3/2022 8:22 PM 48. Describe three issues that should be addressed prior to group participation. ANSWER: Answers will vary but should include at least three of the following: • A clear statement regarding the purpose of the group • A description of the group format, procedures, and ground rules • An initial interview to determine whether this particular group with this particular leader is at this time appropriate to their needs • An opportunity to seek information about the group, to pose questions, and to explore concerns • A discussion of ways the group process may or may not be congruent with the cultural beliefs and values of group members • A statement describing the education, training, and qualifications of the group leader • Information concerning fees and expenses including fees for a follow-up session if that is offered and information about length of the group, frequency and duration of meetings, group goals, and techniques being employed • Information about the psychological risks involved in participating in a group • Knowledge of the circumstances in which confidentiality must be broken for legal, ethical, or professional reasons • Clarification of what services can and cannot be provided within the group • A clear understanding of the division of responsibility between leader and participants • A discussion of the rights and responsibilities of group members POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. LO 3.2 - Define and describe the role of informed consent in a group. DATE CREATED: 3/3/2022 8:22 PM DATE MODIFIED: 3/3/2022 8:23 PM 49. Provide two examples of ways in which leaders can misuse group techniques. ANSWER: Answers will vary but should include two of the following ideas: • • • •

Using techniques with which the leader is unfamiliar Using techniques in a mechanical way Using techniques to serve their own hidden agenda or to enhance their power Using specific techniques to pressure members

POINTS: 1 REFERENCES: Uses and Misuses of Group Techniques QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 3.7 - Explain some key uses and misuses of group techniques.

DATE CREATED: DATE MODIFIED:

3/3/2022 8:23 PM 3/3/2022 8:25 PM

50. Discuss three of the points that Yalom and Leszcz (2020) identified with respect to online groups discussed in your text. ANSWER: Answers will vary but should include at least three of the following: • • • •

• • •

Group leaders need to tailor the informed consent process to online platforms and provide group members with specific information about the benefits and risks of online therapy. Therapists must have the technological competence to deliver group therapy in an ethical manner online. As online groups increase in popularity, ethical and professional guidelines will need to be developed and revised to address new concerns that arise. Group leaders need to educate members about the importance of maintaining privacy and confidentiality in this setting. Some members may not be concerned about confidentiality, but others may have concerns about people outside of the group being able to observe and listen into a session. Group members need to recognize the importance of participating in the group without distractions from their personal settings. Practitioners leading online groups need to be flexible and adaptable when using this technology. Group therapists need to be more active online than is typical for leaders of in-person groups. Because individual members are in isolated settings, group cohesion and member-to-member discussions may be slow to develop.

POINTS: 1 REFERENCES: Rights of Group Participants QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 3.1 - Identify the major ethical issues pertaining to being a member of a group. DATE CREATED: 3/3/2022 8:25 PM DATE MODIFIED: 3/3/2022 8:26 PM

Chapter 04: Early Stages in the Development of a Group 1. Shawna is a member of a group in which the members are all around the same age (late 50s and 60s) and are facing similar problems associated with their recent retirement. What type of group is Shawna a part of? a. a homogeneous group b. a heterogeneous group c. an endogenous group d. an androgynous group ANSWER: a RATIONALE: Shawna is part of a homogeneous group—one in which people are of a similar age facing similar issues. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 8:48 PM DATE MODIFIED: 3/3/2022 8:50 PM 2. It seems to Dov that the group they are in is similar to society as a whole in terms of membership—all ages, races, occupations, and so on. What type of group is Dov part of? a. a homogeneous group b. a heterogeneous group c. an endogenous group d. an androgynous group ANSWER: b RATIONALE: Dov is part of a heterogeneous group—one that represents a microcosm of the social structure that exists in the everyday world and offers participants the opportunity to experiment with new behaviors, develop social skills, and get feedback from many diverse sources. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 8:50 PM DATE MODIFIED: 3/8/2022 6:38 AM 3. Which of the following most accurately describes the basic criterion for the selection of group members? a. whether they will benefit from the group or be a detriment b. whether they are dependent or independent personalities c. the absence of any neurotic symptoms d. the degree to which the group leader likes the person ANSWER: a RATIONALE: The two major considerations in the early stages of selection of potential group members are who has the potential to benefit from being in the group and who might be disruptive or otherwise detrimental to the group.

POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 8:51 PM DATE MODIFIED: 3/3/2022 8:52 PM 4. According to your text, establishment of which of the following is vital to the continued development of the group? a. continuity b. motivation c. enthusiasm d. trust ANSWER: d RATIONALE: Although motivation and enthusiasm are important to establish and continuity is helpful, establishing trust is vital in the development of a group and in maintaining progress of and within the group. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.6 - Understand a framework for effective ways to establish trust in a group. DATE CREATED: 3/3/2022 8:53 PM DATE MODIFIED: 3/3/2022 8:54 PM 5. Dr. Dorcas is planning a group at the community mental health center. This group will be specifically for people who have been court-ordered to treatment because of domestic violence convictions. Which of the following should Dr. Dorcas keep in mind? a. There is no reason to get to know the participants prior to the first session, as they must participate. b. The ethical concerns in court-ordered treatment are profound and Dr. Dorcas should refuse to conduct the group. c. Screening may be impractical but an initial private meeting with each person may be helpful. d. Dr. Dorcas should meet privately with each participant prior to each group meeting to gauge their readiness. ANSWER: c RATIONALE: When participants are court-ordered to treatment, the usual screening processes may be impractical, but leaders may choose to meet individually with participants to learn more about them and to answer questions they might have. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 8:54 PM DATE MODIFIED: 3/3/2022 8:56 PM 6. Marta is participating in group counseling. The makeup of the group was set by the initial meeting, and no new members will be added. What type of group is Marta in?

a. a homogeneous group b. a heterogeneous group c. an open group d. a closed group ANSWER: d RATIONALE: In a closed group, once the membership has been established, it is set, and no new members will be added to the group. This offers stability and fosters cohesion among the group members, thus facilitating progress. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 8:56 PM DATE MODIFIED: 3/3/2022 8:57 PM 7. According to your text, writing a group proposal is which of the following? a. legally required b. unnecessary for experienced leaders c. important to group success d. nonsensical until the members are identified ANSWER: c RATIONALE: Writing a group proposal helps the leader think through a number of issues, including the group’s purpose, the types of individuals to be served, when and where the group will meet and for what duration, and even how to recruit and select members. Without this sort of processing of practicalities, groups often flounder from inception. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 8:57 PM DATE MODIFIED: 3/3/2022 8:59 PM 8. In the initial sessions, group members tend to do which of the following? a. present the parts of themselves they consider socially acceptable b. delve into their deeper, most shameful emotions c. connect with each other by blaming their mothers for their problems d. be silent in order to avoid being negatively evaluated by other members ANSWER: a RATIONALE: At the initial sessions, members tend to keep a “public image”; that is, they present the dimensions of themselves they consider socially acceptable. This phase is generally characterized by a certain degree of anxiety and insecurity about the structure of the group. Members are tentative because they are discovering and testing limits and are wondering whether they will be accepted. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.5 - List member functions and possible problems during the initial stage. DATE CREATED: 3/3/2022 8:59 PM DATE MODIFIED: 3/8/2022 6:39 AM 9.

Which of the statements below about trust is most accurate? a. Trust building is the exclusive province of group leaders. b. The level of trust in a group depends in large part on the members—individually and collectively. c. Participants will trust the group more if they are discouraged from exposing their fears. d. Leaders who maintain a detached, dispassionate persona engender trust. ANSWER: b RATIONALE: Group leaders are crucial to establishing trust, but group members also play a role in establishing trust. For example, if one group member exposes a concern or fear, other group members who share that concern or fear will become more trusting. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.6 - Understand a framework for effective ways to establish trust in a group. DATE CREATED: 3/3/2022 9:01 PM DATE MODIFIED: 3/3/2022 9:02 PM 10. According to your text, staying in the “here-and-now” is an example of which of the following? a. not important in counseling groups b. an example of a process goal c. a content-related issue d. an overrated aspect of group work ANSWER: b RATIONALE: Process goals, which relate to the actions that will be taken to get to desired outcomes, include staying in the here-and-now, making oneself known to others, challenging oneself and others, taking risks both in the group and in daily life, giving and receiving feedback, listening to others, responding to others honestly and concretely, dealing with conflict, dealing with feelings that arise in the group, expressing one’s feelings and thoughts, deciding what to work on, acting on new insights, and applying new behavior both in and outside of the group. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.4 - Identify several group leader functions during the early stage of a group. DATE CREATED: 3/3/2022 9:02 PM DATE MODIFIED: 3/3/2022 9:04 PM 11. Group leader Dr. Hsu is screening potential group members. What stage is Dr. Hsu’s group in? a. formation stage b. orientation stage

c. transition stage d. working stage ANSWER: RATIONALE:

a During the formation stage, leaders identify the purpose of the group, develop a written proposal, screen and select potential members, arrange for a preliminary session, and make provisions for obtaining informed consent. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 9:04 PM DATE MODIFIED: 3/3/2022 9:05 PM 12. In counseling groups, goals are often rooted in which type of culture? a. collectivistic b. personalized c. idiosyncratic d. individualistic ANSWER: d RATIONALE: Counseling group goals tend to be rooted in individualistic cultures—cultures that view individuals as independent and autonomous and that emphasize meeting individual’s needs and goals. As a result, individuals from collectivistic cultures may struggle to participate. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.2 - Identify several multicultural considerations in preparing members for a group experience. DATE CREATED: 3/3/2022 9:06 PM DATE MODIFIED: 3/3/2022 9:07 PM 13. When leading a group, Dr. Suliman is very conscious of their behavior because Dr. Suliman is aware that group participants may, consciously or unconsciously, follow their example. Dr. Suliman is concerned about which of the following? a. trust issues b. countertransference c. modeling d. group structure ANSWER: c RATIONALE: Dr. Suliman is concerned about modeling. Group leaders set the tone and shape the norms by the attitudes and behaviors they model in the group. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.4 - Identify several group leader functions during the early stage of a group.

DATE CREATED: DATE MODIFIED:

3/3/2022 9:07 PM 3/3/2022 9:09 PM

14. Lex is part of a counseling group and notices that sometimes group members leave and sometimes new members join the group. Lex is most likely in which type of group? a. a heterogeneous group b. a homogeneous group c. an open group d. a closed group ANSWER: c RATIONALE: Lex is attending an open group. In an open group, new members replace those who are leaving, and this can provide new stimulation. A disadvantage of the open group is that new members may have a difficult time becoming part of the group because they are not aware of what has been discussed before they joined. Another disadvantage is that changing group membership can have adverse effects on the cohesion of the group. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 9:09 PM DATE MODIFIED: 3/3/2022 9:10 PM 15. The major tasks for participants in the initial stages of groups include which of the following? a. deciding how active to be in the group b. getting an idea of what others in the group are like c. sharing their deepest fears d. offering advice to others ANSWER: a RATIONALE: Finding an identity in the group and determining the degree to which one will become an active group member are the major tasks of the initial stage. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.5 - List member functions and possible problems during the initial stage. DATE CREATED: 3/3/2022 9:10 PM DATE MODIFIED: 3/3/2022 9:11 PM 16. Who, among the following, is most likely to exhibit defensive behaviors? a. Kaci, who likes and trusts the leader b. Silva, who didn’t really want to join the group in the first place c. Dwayne, who is willing to share and open up d. Marina, who is motivated to grow ANSWER: b RATIONALE: Group members who were reluctant to join the group as well as group members who are mistrustful or reluctant to share may exhibit defensive behavior.

POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.5 - List member functions and possible problems during the initial stage. DATE CREATED: 3/3/2022 9:12 PM DATE MODIFIED: 3/3/2022 9:13 PM 17. The initial stage is best described as a time of which of these? a. consolidation of group learning b. reluctance c. termination and follow-up d. orientation and exploration ANSWER: d RATIONALE: The initial stage of a group is a time of orientation and exploration: determining the structure of the group, getting acquainted, and exploring the members’ expectations. During this phase, members learn how the group functions, define their own goals, clarify their expectations, and look for their place in the group. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.5 - List member functions and possible problems during the initial stage. DATE CREATED: 3/3/2022 9:13 PM DATE MODIFIED: 3/3/2022 9:14 PM 18. When dealing with resistance, the group leader should consider which of the following? a. Whether the reluctant member should be removed from the group and offered individual therapy. b. Whether the group leader is eliciting potent enough emotional responses. c. Whether the behavior might reflect culturally expected reluctance to participate. d. Whether the individual should be labeled “resistant” and largely ignored. ANSWER: c RATIONALE: Cultural factors need to be considered in addressing what may appear to be resistance. It is important to distinguish between uncooperative behavior as a manifestation of problematic behavior or as a hesitation to participate fully in the group process. Clients with different cultural traditions may be reluctant to express themselves or, in some cases, are simply being politely respectful. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.9 - Explore ways of effectively dealing with defensiveness and reluctant behaviors. DATE CREATED: 3/3/2022 9:15 PM DATE MODIFIED: 3/8/2022 6:39 AM 19. According to the text, intermember conflict is often the result of which of these? a. transference

b. repression c. reaction formation d. denial ANSWER: RATIONALE:

a Intermember conflict is often the result of transference. Members may have intense reactions to one another; by exploring these reactions to specific individuals in a group, members can discover some important connections to the ways in which they transfer feelings from significant people in their lives to others. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.7 - Identify and define the key characteristics of a group during the transition stage. DATE CREATED: 3/3/2022 9:17 PM DATE MODIFIED: 3/3/2022 9:18 PM 20. Which stage is generally characterized by increased anxiety and defensiveness? a. closing stage b. opening stage c. initial stage d. transition stage ANSWER: d RATIONALE: During the initial stage, members generally discuss their feelings about the group and their goals for participation, However, to progress, they need to move beyond those feelings. Thus, the transition stage is generally characterized by increased anxiety and defensiveness as members prepare to discuss deeper feelings. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.7 - Identify and define the key characteristics of a group during the transition stage. DATE CREATED: 3/3/2022 9:18 PM DATE MODIFIED: 3/3/2022 9:20 PM 21. When conflict occurs in a group, what is the most productive response? a. remove the members involved in conflict b. recognize the conflict and address it directly c. ignore the conflict and change topics d. accept the conflict and move on ANSWER: b RATIONALE: Too often, both the members and the leader want to bypass conflict out of the mistaken assumption that it is something to be feared and avoided at all costs. If conflict exists and is ignored in a group, what originally produced the conflict festers and destroys the chance for genuine contact and cohesion. When conflict is recognized and dealt with in such a way that those who are involved can retain integrity, the foundations of trust between the parties are established. POINTS: 1

REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.8 - Describe guidelines for dealing with conflict in a group. DATE CREATED: 3/3/2022 9:20 PM DATE MODIFIED: 3/8/2022 6:40 AM 22. Which of the following is a characteristic of the transition stage? a. Members who wait passively for something to happen. b. Participants test the atmosphere and get acquainted. c. Members learn how to express themselves in a healthy way. d. Group cohesion and trust are gradually established as members express themselves. ANSWER: c RATIONALE: During the transition stage, members begin expressing their deeper concerns and fears and, by doing so and receiving feedback, learn to do so in a healthy way, so others will listen to them. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.7 - Identify and define the key characteristics of a group during the transition stage. DATE CREATED: 3/3/2022 9:25 PM DATE MODIFIED: 3/3/2022 9:27 PM 23. One of the major challenges group leaders face during the transition stage is which of the following? a. determining when and how to intervene b. teaching participants about group activity c. developing ground rules and setting norms d. clarifying the division of responsibility ANSWER: a RATIONALE: Perhaps the central challenge that leaders face during the transition phase is the need to intervene in the group in a sensitive manner and at the right time. The basic task is to provide both the encouragement and the challenge necessary for the members to face and resolve the conflicts that exist within the group and their own defenses against anxiety. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.9 - Explore ways of effectively dealing with defensiveness and reluctant behaviors. DATE CREATED: 3/3/2022 9:27 PM DATE MODIFIED: 3/8/2022 12:00 AM 24. When dealing with members who are reluctant to deal with fear and anxiety, group leaders should adopt which of the following strategies? a. confront the reluctant members b. tell them to participate or to leave c. simply ignore them

d. invite and encourage participation ANSWER: d RATIONALE: Participants must be willing to recognize their anxiety and their defenses to manage this anxiety and to talk about what might be keeping them from full participation. However, members should be confronted with care and in such a way that they are invited to recognize their defensive behaviors and encouraged to go beyond them. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.9 - Explore ways of effectively dealing with defensiveness and reluctant behaviors. DATE CREATED: 3/3/2022 9:29 PM DATE MODIFIED: 3/3/2022 9:31 PM 25. When dealing with problematic behaviors, the group leader should do which of the following? a. respond immediately and strongly b. ignore the problem behavior and continue with the group c. examine their initial reaction before responding d. discuss how hurtful the behavior was to them ANSWER: c RATIONALE: Many people would display a variety of avoidance strategies if we were in a group in which problematic behavior were occurring. As old patterns are confronted and as people experience the anxiety that accompanies personal change, they are likely to be very creative in devising a pattern of defensive or protective strategies. When group members exhibit what the leader considers to be problematic behavior, the leader should examine their own desire to respond with strong feelings. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.10 - List possible problems during the transition stage. DATE CREATED: 3/3/2022 9:31 PM DATE MODIFIED: 3/3/2022 9:33 PM 26. According to your text, Burlingame et al. (2019) encouraged the inclusion of individuals experiencing active psychotic symptoms in groups. a. True b. False ANSWER: False RATIONALE: According to Burlingame et al. (2019), people who probably should be excluded from a group include those who are actively experiencing psychosis or are organically impaired, those severely limited in interpersonal skills and impervious to feedback, and those who are unable or unwilling to abide by a contract. POINTS: REFERENCES: QUESTION TYPE: HAS VARIABLES:

1 Stage 1: Pregroup Issues—Formation of the Group True / False False

LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 9:33 PM DATE MODIFIED: 3/3/2022 9:35 PM 27. Groups should only include people who are voluntary participants. a. True b. False ANSWER: False RATIONALE: In many agencies and institutions, practitioners are expected to lead groups with an involuntary clientele. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 9:35 PM DATE MODIFIED: 3/3/2022 9:36 PM 28. An individual’s cultural background may make it difficult for them to be part of a group. a. True b. False ANSWER: True RATIONALE: In some cultures, individuals are not encouraged to express their feelings openly, to talk about their personal problems with people they do not know well, or to tell others what they think about them. Participation in groups may be particularly challenging for individuals from these cultures. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.2 - Identify several multicultural considerations in preparing members for a group experience. DATE CREATED: 3/3/2022 9:36 PM DATE MODIFIED: 3/3/2022 9:38 PM 29. Individuals from collectivistic cultures are more likely to be willing to participate actively in groups than are those from individualistic cultures. a. True b. False ANSWER: False RATIONALE: Because group counseling goals tend to be based on values in an individualistic culture, Asians, Latinx, and African Americans from collectivistic cultures may be uncomfortable and reluctant to participate. POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: LO 4.2 - Identify several multicultural considerations in preparing members for a group experience. DATE CREATED: 3/3/2022 9:38 PM DATE MODIFIED: 3/3/2022 9:39 PM 30. Members’ expectations are typically explored during the initial stage of a group. a. True b. False ANSWER: True RATIONALE: The initial stage of a group is a time of orientation and exploration: determining the structure of the group, getting acquainted, and exploring the members’ expectations. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.3 - Identify and define the key characteristics of a group during the initial stage. DATE CREATED: 3/3/2022 9:39 PM DATE MODIFIED: 3/3/2022 9:40 PM 31. Members usually participate enthusiastically during the initial session. a. True b. False ANSWER: False RATIONALE: Silences, hesitation, and awkwardness are characteristically part of the beginning session. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.3 - Identify and define the key characteristics of a group during the initial stage. DATE CREATED: 3/3/2022 9:41 PM DATE MODIFIED: 3/3/2022 9:42 PM 32. Preparation of group members is key to establishing trust. a. True b. False ANSWER: True RATIONALE: The leader’s success in establishing a basic sense of trust and security depends in large part on how well members have been prepared for the group. Careful selection of members and efforts to make sure that the group is appropriate for them are very important, and so is the way in which the leader presents the ground rules of the group. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.4 - Identify several group leader functions during the early stage of a group. DATE CREATED: 3/3/2022 9:42 PM

DATE MODIFIED:

3/8/2022 6:42 AM

33. Members should establish their own personal goals independently without help from the leader. a. True b. False ANSWER: False RATIONALE: In addition to establishing these group process goals, members may need help in establishing their own personal goals. It is important for leaders to help members see the relationship between group process goals and their individual goals so that they can invest in both. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.4 - Identify several group leader functions during the early stage of a group. DATE CREATED: 3/3/2022 9:44 PM DATE MODIFIED: 3/8/2022 12:01 AM 34. Group members play an important role in establishing an atmosphere of trust. a. True b. False ANSWER: True RATIONALE: Trust building is not the exclusive province of group leaders, however. Although leaders can engender trust by their attitudes and actions, the level of trust also depends in large part on the members—individually and collectively. Members usually bring to the group some fears as well as their hopes. Participants will trust the group more if they are encouraged to expose their fears because talking about them is likely to reveal that others share their fears. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.5 - List member functions and possible problems during the initial stage. DATE CREATED: 3/3/2022 9:45 PM DATE MODIFIED: 3/3/2022 9:46 PM 35. During the initial stage, members should be encouraged to discuss their fears concerning the group. a. True b. False ANSWER: True RATIONALE: During the initial stage, members should be encouraged to express fears, hopes, concerns, reservations, and expectations concerning the group. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.5 - List member functions and possible problems during the initial stage. DATE CREATED: 3/3/2022 9:46 PM

DATE MODIFIED:

3/3/2022 9:48 PM

36. It is safe to assume that most people will trust the leader and the other members of the group. a. True b. False ANSWER: False RATIONALE: Without trust, group interaction will be superficial, little self-exploration will take place, constructive challenging of one another will not occur, and the group will operate under the handicap of hidden feelings. However, it is a mistake to assume that people will “naturally” trust one another as soon as they enter a group. Trust can be built by the actions of both the leader and the group. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.6 - Understand a framework for effective ways to establish trust in a group. DATE CREATED: 3/3/2022 9:48 PM DATE MODIFIED: 3/8/2022 6:44 AM 37. Trust is invariably decreased by conflict, regardless of how it is handled. a. True b. False ANSWER: False RATIONALE: Conflict is common in the initial stage of the group, and trust can be lost or enhanced depending on the manner in which the conflict is handled. If conflict is brought out into the open and negative feelings are listened to nondefensively, trust can be enhanced. POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.6 - Understand a framework for effective ways to establish trust in a group. DATE CREATED: 3/3/2022 9:50 PM DATE MODIFIED: 3/8/2022 6:45 AM 38. Group members are generally optimistic and enthusiastic during the transition stage. a. True b. False ANSWER: False RATIONALE: The transition stage is generally characterized by increased anxiety and defensiveness. These feelings normally give way to genuine openness and trust in the stages that follow. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.7 - Identify and define the key characteristics of a group during the transition stage. DATE CREATED: 3/3/2022 9:51 PM DATE MODIFIED: 3/8/2022 12:04 AM

39. During the transition stage, members learn to deal with their defensiveness. a. True b. False ANSWER: True RATIONALE: A central role of members during the transition stage is to recognize and deal with the many forms of defensiveness. This may include taking increased responsibility for what they are doing in the group; learning how to confront others in a constructive manner; and being willing to face and deal with reactions toward what is occurring in the group. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.7 - Identify and define the key characteristics of a group during the transition stage. DATE CREATED: 3/3/2022 9:52 PM DATE MODIFIED: 3/3/2022 9:54 PM 40. During the transition stage, conflicts with the group leader may emerge. a. True b. False ANSWER: True RATIONALE: During the transition stage, conflicts may involve the group leader. It is important that the leader distinguish between a challenge and an attack. An attack can take the form of “dumping” or “hit-and-run” behavior. Members who attack group leaders with “This is how you are” statements don’t give leaders much chance to respond. The leader has already been judged, categorized, and dismissed. A challenge by a member who openly confronts a leader with how the member perceives and experiences the leader provides an opportunity for the leader to respond and to explore the issue further. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.8 - Describe guidelines for dealing with conflict in a group. DATE CREATED: 3/3/2022 9:54 PM DATE MODIFIED: 3/3/2022 9:55 PM 41. Conflict will not occur if groups are responsibly led. a. True b. False ANSWER: False RATIONALE: Although responsible leadership is important, conflict is an inevitable part of groups and should be dealt with openly. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.8 - Describe guidelines for dealing with conflict in a group.

DATE CREATED: DATE MODIFIED:

3/3/2022 9:55 PM 3/3/2022 9:56 PM

42. Reluctant group members should be challenged forcefully. a. True b. False ANSWER: False RATIONALE: The reluctance or defensive behavior of members should not be forcefully challenged by the leader, but it is a mistake to bypass or ignore this behavior. Some groups remain stuck at the transition stage because reluctant behavior is unnoticed, ignored, or poorly dealt with by the group leader. Teaching members how to challenge themselves is a basic task at this time. However, it is also essential that members learn how to respectfully challenge one another in a caring and constructive fashion. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.9 - Explore ways of effectively dealing with defensiveness and reluctant behaviors. DATE CREATED: 3/3/2022 9:57 PM DATE MODIFIED: 3/3/2022 9:58 PM 43. Reluctant group members should be labeled as resistant and left alone. a. True b. False ANSWER: False RATIONALE: Decreasing reluctant behavior in a group is rarely accomplished by labeling participants as “resistant group members.” By using more descriptive and nonjudgmental terminology, it is likely that leaders will change their attitude toward members who appear to be “difficult.” POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.9 - Explore ways of effectively dealing with defensiveness and reluctant behaviors. DATE CREATED: 3/3/2022 9:58 PM DATE MODIFIED: 3/3/2022 9:59 PM 44. If a group member is sarcastic, the leader should be sarcastic in response. a. True b. False ANSWER: False RATIONALE: Group leaders should avoid responding to sarcasm with a sarcastic retort but should seek, instead, to explore the original comment. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.10 - List possible problems during the transition stage.

DATE CREATED: DATE MODIFIED:

3/3/2022 9:59 PM 3/3/2022 10:00 PM

45. In groups, the emphasis should be on problem behaviors, not problem members. a. True b. False ANSWER: True RATIONALE: Although it is understandable that prospective leaders will be interested in learning how to handle “problem members” and the disruption of the group that they can cause, the emphasis should be on actual behaviors rather than on labels. Regardless of the type of behavior members exhibit as a characteristic style, they are more than that particular behavior. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 4.10 - List possible problems during the transition stage. DATE CREATED: 3/3/2022 10:01 PM DATE MODIFIED: 3/8/2022 6:46 AM 46. List and discuss three reasons why group leaders should screen potential group members. ANSWER: Answers will vary but may include the following: • • • • • • •

Doing so is an ethical obligation. It enables leaders to identify who will benefit from group participation and who may be a detriment. It helps protect group members from potential harm. When groups are open, it helps the leader determine if the potential member will fit in with current group members. It enables the group leader to identify people who are unsuited to group work, like those who are actively psychotic or lack the cognitive skills to participate. It helps the leader understand the potential participants and what they want from groups. It provides the potential participants with information about the group.

POINTS: 1 REFERENCES: Stage 1: Pregroup Issues—Formation of the Group QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 4.1 - Describe five practical concerns in the formation of a group. DATE CREATED: 3/3/2022 10:02 PM DATE MODIFIED: 3/3/2022 10:03 PM 47. Discuss two ways how you, as a group leader, might create trust within the group. ANSWER: Answers will vary but may include the following ideas: •

Careful selection of members and efforts to make sure that the group is appropriate for them are very important to establishing trust.

• •

The way in which the leader presents the ground rules of the group can help establish trust. Leaders who show that they are interested in the welfare of individual members and of the group as a whole engender trust. Talking about matters such as the rights of participants, the necessity of confidentiality, the diversity that exists within the group, and the need for respecting others demonstrates that the leader has a serious attitude toward the group and values the rights of the individual.

POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 4.6 - Understand a framework for effective ways to establish trust in a group. DATE CREATED: 3/3/2022 10:03 PM DATE MODIFIED: 3/3/2022 10:04 PM 48. Your text identifies the major responsibilities of leaders during the orientation and exploration stage. Identify and discuss two of these responsibilities. ANSWER: Answers will vary but should include at least two of the following: • • •

•

Modeling: The group leader sets the tone and shapes the norms by the attitudes and behaviors they model in the group. Helping Identify Goals: Group leaders help members identify, clarify, and develop meaningful goals and thus encourage their involvement in and commitment to the group. Division of Responsibility: A basic issue that group leaders must consider is responsibility for the direction and outcome of the group. By encouraging participants to accept some of this responsibility themselves, group leaders help them become invested in outcomes. Structuring: Structuring exists on a continuum. The leader’s theoretical orientation, the type of group, and the membership population are some factors that determine the amount and type of structuring employed. Providing therapeutic structuring is particularly important during the initial stage when members are typically confused about what behavior is expected in the group and are therefore anxious. Working in the Here-and-Now: During the initial stage of a group, it is particularly important to pay attention to here-and-now reactions and teach members the importance of sharing these reactions with one another.

POINTS: 1 REFERENCES: Stage 2: Initial Stage—Orientation and Exploration QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 4.4 - Identify several group leader functions during the early stage of a group. DATE CREATED: 3/3/2022 10:04 PM DATE MODIFIED: 3/3/2022 10:05 PM 49. Discuss the occurrence of defensiveness and resistance or reluctance during the transition stage and how group leaders may deal with them.

ANSWER:

Answers will vary but may include the following ideas: For members to progress to a deeper level of exploration, they must talk about any anxiety and defensiveness they may be experiencing. Members’ struggles need to be respected, understood, and explored. The reluctance or defensive behavior of members should not be forcefully challenged by the leader, but it is a mistake to bypass or ignore this behavior. Some groups remain stuck at the transition stage because reluctant behavior is unnoticed, ignored, or poorly dealt with by the group leader. Teaching members how to challenge themselves is a basic task at this time. However, it is also essential that members learn how to respectfully challenge one another in a caring and constructive fashion. Members show respect by explaining how they are affected by the behaviors of another member rather than by giving advice or judging that person. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing with Reluctance QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 4.9 - Explore ways of effectively dealing with defensiveness and reluctant behaviors. DATE CREATED: 3/3/2022 10:05 PM DATE MODIFIED: 3/3/2022 10:06 PM 50. Discuss three ways a group leader can respond to a group member who is engaging in problematic behavior. ANSWER: Answers will vary but should include at least three of the following: • Express annoyance with a member without denigrating the character of the person. • Avoid responding to a sarcastic remark with sarcasm. • Educate the member about how the group works to demystify the process. • Encourage members to explore their fears or any form of resistance rather than ignore them. • Avoid labeling and judging any member and instead describe the behavior of the member. • State observations and hunches in a tentative way rather than being dogmatic. • Demonstrate sensitivity to a member’s culture and avoid stereotyping the individual. • Let members who are difficult for you know how they are affecting you in a non-blaming way. • Avoid using the role and power of the leader to intimidate members. • Monitor your own countertransference reactions. • Challenge members in a caring and respectful way to do things that may be painful and difficult. • Avoid retreating when conflict arises. • Provide a balance between support and challenge. • Refrain from taking member reactions in an overly personal way. • Facilitate a more focused exploration of a problem rather than give simple solutions. • Meet the member’s needs, not your own. • Invite group members to state how they are personally affected by problematic behaviors of other members, but block judgments, evaluations, and criticisms. POINTS: 1 REFERENCES: Stage 3: Transition Stage—Dealing With Reluctance QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 4.10 - List possible problems during the transition stage. DATE CREATED: 3/3/2022 10:07 PM DATE MODIFIED: 3/8/2022 12:06 AM

Chapter 05: Later Stages in the Development of a Group 1. Group members sometimes express unrealistic beliefs (“I must always please my partner” or “I must always get the best job evaluations”) that can be explored, dismantled, and replaced by healthier, more functional beliefs in the course of the group experience. This process is best described by which of the following terms? a. catharsis b. personality analysis c. cognitive restructuring d. thought insertion ANSWER: c RATIONALE: Cognitive restructuring refers to therapeutic techniques that help people identify and replace irrational, negative, or otherwise harmful thoughts. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.2 - Describe five therapeutic factors of a group. DATE CREATED: 3/3/2022 11:10 PM DATE MODIFIED: 3/3/2022 11:12 PM 2. According to your text, members of cohesive and productive groups generally focus on which of the following? a. past traumas b. other group members c. the here-and-now d. what they wish would happen ANSWER: c RATIONALE: Members of effective and productive groups focus on the here-and-now. Members have learned to talk directly to one another about what they are feeling and doing in the group sessions, and they are generally willing to have meaningful interactions. They pay more attention to what is going on in the group than on stories about people outside of the group. When outside issues are brought up, they are often related to what is going on within the group. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/3/2022 11:12 PM DATE MODIFIED: 3/8/2022 6:50 AM 3. According to Yalom and Leszcz (2020), which of the following is essential to the group process? a. hope b. catharsis c. cognition d. independence ANSWER: a RATIONALE: According to Yalom and Leszcz (2020), instilling and maintaining hope are crucial in group

therapy so that members will remain in the group and other therapeutic factors can take effect. The confidence group leaders model in supporting the efficacy of the group process is critical to motivating members. Yalom and Leszcz state that clients’ high expectations that therapy will help them is significantly correlated with positive outcomes. In a therapy group, the presence of hope deepens client engagement in the group. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.2 - Describe five therapeutic factors of a group. DATE CREATED: 3/3/2022 11:14 PM DATE MODIFIED: 3/3/2022 11:16 PM 4. Considerable overlapping stages is common in all groups, especially during which of the following transitions? a. from the pregroup interview to the initial stage b. from the initial stage to the transition stage c. from the transition stage to the working stage d. from the working stage to the final stage ANSWER: c RATIONALE: There are no arbitrary dividing lines between the stages of a group, and considerable overlap in stages is common in all groups. This is especially true of movement from the transition stage to the working stage. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:16 PM DATE MODIFIED: 3/3/2022 11:18 PM 5. According to your text, research indicates that cohesiveness is best described by which of the following? a. a complex form of trust b. vital to group success c. the sole responsibility of members d. nice but not essential to groups ANSWER: b RATIONALE: Group cohesion is characterized by a sense of belonging, inclusion, solidarity, and an attractiveness of a group for its members. Cohesiveness is the result of all the forces acting on the members that make them want to remain in the group, and can be facilitated by specific strategies. Cohesion is integrally related to the success of group therapy. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/3/2022 11:18 PM DATE MODIFIED: 3/8/2022 6:51 AM

6. According to your text, trust in the context of a counseling group is best characterized as which of the following? a. a static entity b. varying across the life of the group c. a linear process d. a rare phenomenon in group work ANSWER: b RATIONALE: Trust is manifested in the participants’ attitudes of acceptance and in their willingness to take risks by sharing meaningful here-and-now reactions. At the working stage, trust is generally high because members have been willing to deal with any barriers to its establishment and maintenance. As is the case with other interpersonal relations, however, trust is not a static entity. Trust may ebb and flow, and members may need to talk about how safe they feel even during the advanced stages of a group. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/3/2022 11:20 PM DATE MODIFIED: 3/8/2022 12:09 AM 7. After a cathartic experience, group members often benefit from which of the following? a. emotional work b. cognitive work c. personality work d. solution-focused work ANSWER: b RATIONALE: Many members benefit from trying to gain understanding of the meaning of a cathartic experience. Group leaders can help members link their emotional exploration to cognitive and behavioral work. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/3/2022 11:22 PM DATE MODIFIED: 3/3/2022 11:24 PM 8. Which of the following stages is best characterized by the commitment of members to explore significant problems? a. transition b. consolidation c. orientation d. working ANSWER: d RATIONALE: The working stage is characterized by the exploration of personally meaningful material. POINTS: REFERENCES:

1 Stage 4: Working Stage—Cohesion and Productivity

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:24 PM DATE MODIFIED: 3/3/2022 11:26 PM 9. Although members apply what they have learned in the group to everyday life throughout all stages of a group, this becomes particularly important during which phase? a. transition b. consolidation c. orientation d. working ANSWER: b RATIONALE: As the group evolves and moves toward the final stage, it is especially important for the leader to be skilled in assisting members in transferring what they have learned in the group to their outside environments. During each stage of the group, participants are applying lessons learned in the sessions to their daily lives. The consolidation of this learning takes on special meaning as a group moves toward termination; this is a time for summarizing, pulling together loose ends, and integrating and interpreting the group experience. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.8 - Describe the key characteristics of a group during the final stage. DATE CREATED: 3/3/2022 11:26 PM DATE MODIFIED: 3/3/2022 11:28 PM 10. Self-disclosure by group leaders should be predicated on which of the following? a. the leader’s desire for self-expression b. self-interest c. the theoretical perspective of the leader d. the group’s needs ANSWER: d RATIONALE: When engaging in personal self-disclosure, it is good for the leader to reflect on their motivations for disclosure. Self-disclosure must be guided by the needs of the group members and not be used to satisfy the leader’s personal needs. The focus should be kept on what is beneficial for the participants of the group. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/3/2022 11:28 PM DATE MODIFIED: 3/3/2022 11:30 PM 11. When encouraging self-disclosure, group leaders should remember which of the following? a. Self-disclosure is less acceptable in some cultures than in others.

b. Self-disclosure is not essential to progress in group therapy. c. Self-disclosure should be forced if it does not occur naturally. d. Self-disclosure is typically more harmful than helpful. ANSWER: a RATIONALE: Self-disclosure is highly valued in most of the traditional counseling approaches, but self-disclosure may be foreign to the values of some cultural groups. Pushing for early disclosure of highly personal material or expecting members to be completely open can entrench defensive behavior in group members. Some individuals may take longer to develop trust and to participate in the disclosure that is based on this trust. Group leaders who understand the worldview of their clients are better able to be patient in helping these clients begin to speak. If clients feel that they are respected, there is a greater chance that they will begin to challenge their hesitation. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/3/2022 11:30 PM DATE MODIFIED: 3/8/2022 6:52 AM 12. According to Burlingame et al. (2004), meta-analyses of cohesion in group therapy, which of the following has been shown to increase group cohesion? a. being completely unstructured and not setting goals b. focusing on the potential harms of self-disclosure c. avoiding discussion of group rules as this may be stifling d. discussing roles of both leaders and group members ANSWER: d RATIONALE: Based on an extensive meta-analysis of cohesion in group therapy, Burlingame et al. (2004) found that effective leaders foster group cohesion using a number of strategies, including by discussing the roles and responsibilities of both group members and the leader(s). POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/3/2022 11:32 PM DATE MODIFIED: 3/3/2022 11:33 PM 13. In an effective group, when do members typically assess their own satisfaction? a. very rarely b. continually c. only when they are not making progress d. at the end of the group’s life ANSWER: b RATIONALE: Members continually assess their level of satisfaction with the group, and they take active steps to change matters if they see that the sessions need changing. In a productive group, members realize that they have a part in the outcome. If they are not getting what they want, they generally say so.

POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.6 - List five member functions during the working stage. DATE CREATED: 3/3/2022 11:33 PM DATE MODIFIED: 3/3/2022 11:36 PM 14. Which of the following enables group members to discuss personally meaningful material? a. empathy b. catharsis c. hope d. trust ANSWER: d RATIONALE: Trust is manifested in the participants’ attitudes of acceptance and in their willingness to take risks by sharing meaningful here-and-now reactions. Feeling that they are accepted, the members recognize that in the group they can be themselves without risking rejection. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:37 PM DATE MODIFIED: 3/3/2022 11:39 PM 15. Understanding another person’s intensely emotional experiences by tapping into one’s own emotions is a reflection of which of the following? a. hope b. trust c. empathy d. freedom ANSWER: c RATIONALE: Empathy involves a deep capacity to recall, relive, and tap into one’s feelings through the intense experiences of others. By understanding the feelings of others—such as the need for love and acceptance, hurt about past experiences, loneliness, joy, and enthusiasm—members come to see themselves more clearly. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:41 PM DATE MODIFIED: 3/3/2022 11:43 PM 16. Which of the following increases as people disclose more and more about themselves and their concerns in a group? a. intimacy b. restructuring

c. catharsis d. hope ANSWER: RATIONALE:

a Interpersonal intimacy develops in a group when people have revealed enough of themselves for others to identify with them. Intimacy increases as people work through their struggles together. When members learn that others have similar problems, they no longer feel isolated; identification with others eventually brings about closeness, which enables the members to help one another work through fears related to intimacy. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:43 PM DATE MODIFIED: 3/3/2022 11:45 PM 17. The belief that our lives can change for the better is the basis of which of the following? a. freedom b. hope c. intimacy d. catharsis ANSWER: b RATIONALE: If change is to occur, members must believe that change is possible, that they need not remain trapped in their past, and that they can take active steps to make their lives more meaningful and authentic. That is, group members must have hope that their lives can get better through their own actions. Hope is therapeutic in itself because it gives members the incentive to commit to the demanding work that change requires. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:45 PM DATE MODIFIED: 3/3/2022 11:51 PM 18. The expression of previously suppressed feelings is referred to as which of the following? a. catharsis b. restructuring c. explosiveness d. integration ANSWER: a RATIONALE: Catharsis refers to expressing pent-up feelings. It can be therapeutic because it releases energy that has been blocked by withholding certain threatening feelings. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:55 PM DATE MODIFIED: 3/3/2022 11:56 PM 19. Self-disclosure is best described as which of the following? a. the means to an end b. the primary goal of therapy c. important but not essential d. the result of commitment to change ANSWER: a RATIONALE: Disclosure is not an end in itself; it is the means by which open communication can occur within a group. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/3/2022 11:56 PM DATE MODIFIED: 3/8/2022 12:10 AM 20. Which of the following helps members become aware of discrepancies between what they say and what they do? a. cognitive restructuring b. trust and intimacy c. constructive confrontation d. self-disclosure ANSWER: c RATIONALE: Constructive confrontation is an invitation for members to examine discrepancies between what one says and what one does, to become aware of unused potential, and to carry insights into action. When confrontation takes place in the supportive environment of a group, it can be a true act of caring. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.4 - Describe five guidelines for giving and receiving feedback. DATE CREATED: 3/3/2022 11:58 PM DATE MODIFIED: 3/3/2022 11:59 PM 21. Follow-up sessions are best described as which of the following? a. beneficial for the leader but not group members b. a way for group members to gain an understanding of the group’s impact c. of little importance and thus not essential d. not typically a reimbursable activity ANSWER: b RATIONALE: A follow-up session for the group enables members to discuss the group experience and put it in perspective. This session is valuable not only because it offers the group leader an opportunity to assess the outcomes of the group but also because it gives members the chance

to gain a more realistic picture of the impact the group has had on them and their peers. POINTS: 1 REFERENCES: Stage 6: Postgroup Issues—Evaluation and Follow-Up QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.8 - Describe the key characteristics of a group during the final stage. DATE CREATED: 3/3/2022 11:59 PM DATE MODIFIED: 3/4/2022 12:02 AM 22. During the final stage, members may be more likely to do which of the following? a. express relief the group is almost over b. work more intensely c. leave rather than face the end of the group d. isolate themselves ANSWER: d RATIONALE: As group members become aware that the end of the group is nearing, they may isolate themselves so that they do not have to deal with the anxiety that accompanies separation. Work generally tapers off, and new issues are rarely raised. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.9 - List five member functions during the final stage. DATE CREATED: 3/4/2022 12:02 AM DATE MODIFIED: 3/4/2022 12:04 AM 23. Giving and receiving which of these is particularly important during the consolidation stage? a. empathy b. reinforcement c. feedback d. hope ANSWER: c RATIONALE: Although members of an effective group have been sharing their perceptions and feelings at each session, the opportunity to give and receive summary feedback during the consolidation stage has a value of its own. Leaders may ask members to give a brief summary of how they have perceived themselves in the group, what conflicts have become clearer, what the turning points were, what they expect to do with what they have learned, and what the group has meant to them. Then the others in the group say how they have perceived and felt about that person. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.9 - List five member functions during the final stage. DATE CREATED: 3/4/2022 12:20 AM DATE MODIFIED: 3/4/2022 12:21 AM

24. Which of the following is particularly important during the final stage? a. relapse prevention b. setting goals c. identifying issues to address d. learning to trust ANSWER: a RATIONALE: Relapse prevention is an integral part of the final phase of therapeutic groups. It is inevitable that group members will revert to old patterns and experience self-defeating thoughts and behaviors from time to time after leaving the group. It is important that members are able to recognize when they slip into old familiar patterns that no longer work for them, and the group can explore possible stumbling blocks and ways to cope with them. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.10 - List five leader functions during the final stage. LO 5.9 - List five member functions during the final stage. DATE CREATED: 3/4/2022 12:21 AM DATE MODIFIED: 3/8/2022 6:54 AM 25. Which of the following is provided by a follow-up group session and helps encourage commitment to change? a. confrontation b. accountability c. catharsis d. empathy ANSWER: b RATIONALE: The element of accountability that a follow-up session encourages maximizes the chances of long-lasting benefits from the group experience. Many people have reported that simply knowing that they would be coming together as a group one or more months after the group’s termination and that they would be giving a self-report provided the stimulus they needed to stick with their commitments. POINTS: 1 REFERENCES: Stage 6: Postgroup Issues—Evaluation and Follow-Up QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.9 - List five member functions during the final stage. DATE CREATED: 3/4/2022 12:23 AM DATE MODIFIED: 3/8/2022 6:54 AM 26. Leaders can do little to encourage group cohesion. a. True b. False ANSWER: False RATIONALE: When leaders establish clarity about how the group works in early sessions, members are able to reach higher levels of self-disclosure and cohesion in later sessions. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/4/2022 12:25 AM DATE MODIFIED: 3/4/2022 12:26 AM 27. All group members need to feel included in effective working group. a. True b. False ANSWER: False RATIONALE: Most of the group members should ideally feel included in the group during the consolidation and productivity stage. However, few members may be on the periphery and may feel distant from those members who are doing intensive work. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/4/2022 12:26 AM DATE MODIFIED: 3/4/2022 12:27 AM 28. Instilling hope helps group members commit to change. a. True b. False ANSWER: True RATIONALE: Instilling hope is therapeutic in itself because it gives members the incentive to commit to the demanding work that change requires. It is imperative that leaders approach their groups with a conviction that positive changes are possible. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.2 - Describe five therapeutic factors of a group. DATE CREATED: 3/4/2022 12:27 AM DATE MODIFIED: 3/4/2022 12:28 AM 29. During the working stage, group members may practice new behaviors, like assertiveness, in the group. a. True b. False ANSWER: True RATIONALE: Experimentation with different modes of behavior is a significant aspect of the working stage. The group is now a safe place in which to try out novel behavior, and a member who typically is very quiet may experiment with being more verbally expressive. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.2 - Describe five therapeutic factors of a group. DATE CREATED: 3/4/2022 12:28 AM DATE MODIFIED: 3/8/2022 6:55 AM 30. Disclosure should focus on exposing secrets. a. True b. False ANSWER: False RATIONALE: If disclosure is limited to safe topics or if it is equated with exposing secrets, the group cannot move beyond a superficial level. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.3 - List three guidelines for group member self-disclosure. DATE CREATED: 3/4/2022 12:29 AM DATE MODIFIED: 3/8/2022 12:15 AM 31. Self-disclosure is fundamental to group interaction. a. True b. False ANSWER: True RATIONALE: Self-disclosure is the principal vehicle of group interaction, and it is critical that group participants have a clear understanding of what self-disclosure is—and what it is not. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.3 - List three guidelines for group member self-disclosure. DATE CREATED: 3/4/2022 12:30 AM DATE MODIFIED: 3/4/2022 12:31 AM 32. Global feedback is the most valuable in a counseling group. a. True b. False ANSWER: False RATIONALE: Global feedback is of limited value in a counseling group. Reactions to specific behavior in the group, in contrast, provide clients with an immediate, independent assessment that they can compare with their own view. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.4 - Describe five guidelines for giving and receiving feedback. DATE CREATED: 3/4/2022 12:31 AM

DATE MODIFIED:

3/4/2022 12:32 AM

33. Positive feedback should be given before corrective feedback is provided. a. True b. False ANSWER: True RATIONALE: Leaders should offer positive feedback before giving corrective comments. Corrective feedback is more readily accepted when it follows the exchange of positive feedback. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.4 - Describe five guidelines for giving and receiving feedback. DATE CREATED: 3/4/2022 12:32 AM DATE MODIFIED: 3/4/2022 12:33 AM 34. During the working stage of a group, trust is consistently high. a. True b. False ANSWER: False RATIONALE: During the working stage, the level of trust and cohesion is high, although variable and fluid. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/4/2022 12:33 AM DATE MODIFIED: 3/4/2022 12:34 AM 35. Group members often feel helpless during the working stage. a. True b. False ANSWER: False RATIONALE: During the working stage, members should feel hopeful that they can change if they are willing to take action; they should not feel helpless. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.5 - Explain several key characteristics of a group during the working stage. DATE CREATED: 3/4/2022 12:34 AM DATE MODIFIED: 3/8/2022 12:15 AM 36. During the working stage, members are open to feedback. a. True b. False

ANSWER: RATIONALE:

True During the working stage, members give others feedback and be open to receiving it.

POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.6 - List five member functions during the working stage. DATE CREATED: 3/4/2022 12:35 AM DATE MODIFIED: 3/4/2022 12:36 AM 37. During the working stage, many members may practice new behaviors outside the group. a. True b. False ANSWER: True RATIONALE: During the working stage, most group members practice new skills and behaviors in daily life and bring the results to the sessions. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.6 - List five member functions during the working stage. DATE CREATED: 3/4/2022 12:36 AM DATE MODIFIED: 3/4/2022 12:37 AM 38. Interpretation is particularly important during the working stage. a. True b. False ANSWER: True RATIONALE: During the working stage, leaders should interpret the meaning of behavior patterns at appropriate times to help members reach a deeper level of self-exploration and consider alternative behaviors. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.7 - List five group leader functions during the working stage. DATE CREATED: 3/4/2022 12:37 AM DATE MODIFIED: 3/8/2022 6:57 AM 39. There is little the leader can do to foster cohesion once the group reaches the cohesion stage. a. True b. False ANSWER: False RATIONALE: During the working stage, the leader should provide systematic reinforcement of desired group behaviors to foster cohesion and productive work. POINTS: 1

REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.7 - List five group leader functions during the working stage. DATE CREATED: 3/4/2022 12:38 AM DATE MODIFIED: 3/4/2022 12:39 AM 40. It is essential that termination issues be brought up early in the course of a group’s history. a. True b. False ANSWER: True RATIONALE: In every beginning, the end is always a reality, and members need periodic reminders that their group will eventually end, so it is essential that termination issues begin to be addressed early in the group’s life. Termination of a group may involve a grieving process because other losses that members have experienced are often triggered during this time. It is important for leaders to help members identify and explore these feelings of loss even though they may not be completely resolved. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.8 - Describe the key characteristics of a group during the final stage. DATE CREATED: 3/4/2022 12:39 AM DATE MODIFIED: 3/4/2022 12:40 AM 41. Work generally intensifies during the termination stage of a counseling group. a. True b. False ANSWER: False RATIONALE: As group members become aware that the end of the group is nearing, they may isolate themselves so that they do not have to deal with the anxiety that accompanies separation. Work generally tapers off, and new issues are rarely raised. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.8 - Describe the key characteristics of a group during the final stage. DATE CREATED: 3/4/2022 12:41 AM DATE MODIFIED: 3/4/2022 12:42 AM 42. During the termination stage, group members must transfer their learning to their day-to-day lives. a. True b. False ANSWER: True RATIONALE: The major task facing members during the final stage of a group is consolidating their learning and transferring what they have learned to their outside environment. POINTS: 1

REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.9 - List five member functions during the final stage. DATE CREATED: 3/4/2022 12:42 AM DATE MODIFIED: 3/4/2022 12:43 AM 43. The issue of how to deal with potential setbacks should be addressed during the termination phase of a group. a. True b. False ANSWER: True RATIONALE: Relapse prevention is an integral part of the final phase of therapeutic groups. It is inevitable that group members will revert to old patterns and experience self-defeating thoughts and behaviors from time to time after leaving the group. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.10 - List five leader functions during the final stage. LO 5.9 - List five member functions during the final stage. DATE CREATED: 3/4/2022 12:43 AM DATE MODIFIED: 3/4/2022 12:44 AM 44. During the final stage of the group, the leader should focus on helping members gain clarity about the group activities. a. True b. False ANSWER: True RATIONALE: The group leader’s central tasks in the consolidation phase are to provide a structure that enables participants to clarify the meaning of their experiences in the group and to assist members in generalizing their learning from the group to everyday situations. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.10 - List five leader functions during the final stage. DATE CREATED: 3/4/2022 12:44 AM DATE MODIFIED: 3/4/2022 12:45 AM 45. Evaluation of groups is an ethical mandate. a. True b. False ANSWER: False RATIONALE: Evaluation is a basic aspect of any group experience, and it can benefit both members and the leader. Ethical practice requires a realistic assessment of the learning that has occurred. POINTS: 1 REFERENCES: Stage 6: Postgroup Issues—Evaluation and Follow-Up QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: LO 5.10 - List five leader functions during the final stage. DATE CREATED: 3/4/2022 12:45 AM DATE MODIFIED: 3/4/2022 12:46 AM 46. Define cohesion and describe its development and importance. ANSWER: Answers will vary but may include the following: Group cohesion is characterized by a sense of belonging, inclusion, solidarity, and an attractiveness of a group for its members. Cohesiveness is the result of all the forces acting on the members that make them want to remain in the group. Members experience a sense of belonging and of having a connection with one another. In a group, the therapeutic alliance that develops from this feeling of being accepted involves multiple relationships: member-togroup, member-to-member, member-to-leader, and leader-to-members. Cohesion may begin to develop in the early stages of a group, and it is a key facilitative element of the group process at the working stage. Groups do not have to experience conflict to become cohesive, but conflict that is smoothed over or somehow ignored in the group will obstruct the establishment of cohesion. If the group has successfully navigated a testing period, members will conclude, “If it’s OK to express negative reactions and conflict, then maybe it’s OK to get close.” Groups do not become cohesive automatically, however; and cohesion may fluctuate throughout the life of the group in response to the interactions of group members. In a cohesive group, members open up on a deeper level and are willing to reveal painful experiences and to take other risks. The route to this increased level of interaction within the group is often due to a willingness of members to stay in the here-and-now, especially their willingness to express persistent reactions they are having to one another. The honest sharing of deeply significant personal experiences and struggles binds the group together because the process of sharing allows members to identify with others by seeing themselves in others. Cohesion is the result of a commitment by the participants and the leader to take the steps that lead to a group-as-a-whole feeling, and it provides the group with the impetus to move forward. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/4/2022 12:46 AM DATE MODIFIED: 3/4/2022 12:47 AM 47. Describe two characteristics of an effective working group. ANSWER: Answers will vary but should include two of the following: • There is a here-and-now focus. Members have learned to talk directly to one another about what they are feeling and doing in the group sessions, and they are generally willing to have meaningful interactions. They pay more attention to what is going on in the group than on stories about people outside of the group. When outside issues are brought up, they are often related to what is going on within the group. • Members more readily identify their goals and concerns, and they take responsibility for them. They understand what the group and the leader expect of them. • Members are willing to work and practice outside the group to achieve behavioral changes. They carry out “homework assignments,” and they bring into the sessions any difficulties they have had in practicing new ways of thinking, feeling, and behaving. They are willing to try to integrate thoughts, emotions, and behaviors in their everyday situations.

They are better able to catch themselves when they are thinking and acting in old patterns. • Most of the members feel included in the group. A few members may be on the periphery and may feel distant from those members who are doing intensive work. Members who are having a difficult time feeling a sense of connection or belonging are likely to mention this in the sessions. • The group has almost become an orchestra in that individuals listen to one another and do productive work together. Although the participants may still look to the leader for direction, as musicians look to the conductor for cues, they also tend to initiate a direction in which they want to move. • Members continually assess their level of satisfaction with the group, and they take active steps to change matters if they see that the sessions need changing. In a productive group, members realize that they have a part in the outcome. If they are not getting what they want, they generally say so. POINTS: 1 REFERENCES: Stage 4: Working Stage—Cohesion and Productivity QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 5.1 - List six characteristics of an effective working group. DATE CREATED: 3/4/2022 12:48 AM DATE MODIFIED: 3/8/2022 12:17 AM 48. Identify three tasks that, according to Joyce and colleagues, should be addressed in the termination phase of group therapy. ANSWER: Answers will vary but should include the following: • • •

Review and reinforce changes made by each member of the group. Assist members in reexamining their relationship with the group leader and other group members. Help members learn how to face future challenges using the skills they have acquired in the group.

POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 5.10 - List five leader functions during the final stage. DATE CREATED: 3/4/2022 12:54 AM DATE MODIFIED: 3/8/2022 12:18 AM 49. Discuss two unique aspects and considerations of termination in an open group. ANSWER: Answers will vary but may include the following: In an open group, members leave the group and new members are incorporated into the group at various times. Some tasks to be accomplished with a member who is leaving an open group are unique to the structure of this kind of group: • Leaders need to teach members the importance of giving adequate notice when they decide to terminate. This will ensure that members have time to address any unfinished business of their own or with others in the group. • An effective termination is one that has been mutually agreed upon by the member and the

leader and for which there is sufficient time to address feelings and thoughts about ending. • Remaining group members often have reactions to the loss of a member, and they need an opportunity to express their thoughts and feelings. • Members who are terminating can be asked to review what they have learned in the group and, specifically, what they intend to do with this learning. Members leaving an open group need time in the group to identify future goals and to discuss how they will deal with any setbacks they may encounter once they leave the group. POINTS: 1 REFERENCES: Stage 5: Final Stage—Consolidation and Termination QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 5.10 - List five leader functions during the final stage. LO 5.9 - List five member functions during the final stage. DATE CREATED: 3/4/2022 12:55 AM DATE MODIFIED: 3/4/2022 1:01 AM 50. Discuss objective and subjective evaluation of the group experience. ANSWER: Answers will vary but may include the following: In many agencies, group counselors are required to use objective measures as a means of demonstrating the effectiveness of a group. Standardized instruments can assess individual changes in attitudes and values. Some type of rating scale can also be devised to give the leader a good sense of how each member experienced and evaluated the group. Such practical evaluation instruments can help members make a personal assessment of the group and can also help the leader know what interventions were more, or less, helpful. Writing done by members about the group experience is a very useful basis for subjectively evaluating the meaning of a group experience. The leader may ask people before they enter a group to put down in writing what their concerns are and what they expect from the group and strongly encourage members to keep an ongoing journal of their experiences in the group and in their everyday lives between sessions. This writing process helps participants focus on relevant trends and on the key things they are discovering about themselves and others through group interaction. Journal writing gives participants a chance to recall significant occurrences in the group and helps them identify specific things they liked most and least about the group. The writing process is a useful tool for self-evaluation and is in itself therapeutic. POINTS: 1 REFERENCES: Stage 6: Postgroup Issues—Evaluation and Follow-Up QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 5.10 - List five leader functions during the final stage. DATE CREATED: 3/4/2022 1:02 AM DATE MODIFIED: 3/8/2022 7:01 AM

Chapter 06: The Psychoanalytic Approach to Groups 1. Which of the following best describes the goal of psychoanalytic therapy? a. adequate social adjustment b. restructuring the client’s personality system c. uncovering early experiences d. achieving intense feelings in the here-and-now ANSWER: b RATIONALE: The goal of the analytic process is to restructure the client’s character and personality system. This goal is achieved by making unconscious conflicts conscious and examining them. Specifically, psychoanalytic groups reenact the family of origin in a symbolic way via the group so that the historical past of each group member is repeated in the group’s presence. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.1 - Explain how research on the serial position effect has been used to distinguish between short-term and long-term memory processes. DATE CREATED: 3/4/2022 1:04 AM DATE MODIFIED: 3/4/2022 1:06 AM 2. According to psychoanalytic theory, the key to understanding the client’s current functioning is which of the following? a. diagnostic testing b. current feelings c. past unresolved conflicts d. analysis of resistance ANSWER: c RATIONALE: In the analytic approach, the key to present function lies in the past, especially in unresolved conflicts. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.2 - Understand the influence of early childhood development on an individual’s present problems. DATE CREATED: 3/4/2022 1:06 AM DATE MODIFIED: 3/4/2022 1:08 AM 3. Contemporary psychoanalytic practitioners tend to do which of the following? a. focus solely on the past b. apply understanding of the past to the present and future c. direct most attention to methods to change behavior d. focus almost exclusively on the future ANSWER: b RATIONALE: Contemporary psychoanalytic practitioners maintain the position that the roots of present problems lie in early experiences, but they intertwine that understanding with the present and with the future. The past is relevant only as it influences the present and the future, and in this

sense, all three have an essential place in group therapy. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.2 - Understand the influence of early childhood development on an individual’s present problems. DATE CREATED: 3/4/2022 1:08 AM DATE MODIFIED: 3/4/2022 1:12 AM 4. How did Freud conceptualize the issue of choice in human behavior? a. Freud was a strong proponent of free will when it came to choices. b. Freud believed choices were personal but guided by the environment. c. Freud asserted that choices were guided by unconscious processes. d. Freud claimed choices were a conscious attempt to maximize reward. ANSWER: c RATIONALE: Freud’s theory holds that most of our “choices” are not freely made; rather, forces within us of which we are unaware guide our choices. We may select mates to meet certain needs that have not been satisfied, we may select a job because of some unconscious motive, and we continually respond to personal and interpersonal conflicts whose roots lie in unfinished experiences that are outside the realm of our awareness. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.2 - Understand the influence of early childhood development on an individual’s present problems. DATE CREATED: 3/4/2022 1:13 AM DATE MODIFIED: 3/4/2022 1:14 AM 5. Psychoanalytic interpretations are most accurately described as which of the following? a. a proposal about the meaning of free associations, dreams, resistances, and transference feelings b. a restatement of the meaning of free associations, dreams, resistances, and transference feelings c. the actual meaning of free associations, dreams, resistances, and transference feelings d. questions about the meaning of free associations, dreams, resistances, and transference feelings ANSWER: a RATIONALE: Interpretation is a therapeutic statement offered by group leaders using psychoanalytic approaches to help members explore the meanings of free associations, dreams, resistances, and transference feelings. An interpretation is a proposal of meaning aimed at helping group members gain self-understanding. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference.

DATE CREATED: DATE MODIFIED:

3/4/2022 1:15 AM 3/4/2022 1:16 AM

6. If a group member is recounting what happened in a dream, what type of content are they providing? a. literal b. manifest c. figurative d. latent ANSWER: b RATIONALE: Dreams have both a manifest (or conscious) content and a latent (or hidden) content. The manifest content is the dream as it appears to the dreamer; the latent content consists of the disguised, unconscious motives that represent the hidden meaning of the dream. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 1:17 AM DATE MODIFIED: 3/8/2022 12:21 AM 7. According to Wolf and Kutash (1986), what should clients focus on from a psychoanalytic perspective? a. the past in relation to current group interactions b. the past, at least until all conflicts are resolved c. the present real-world interactions in relation to group interactions d. the future, since that is all than can be changed ANSWER: a RATIONALE: In the view of Wolf and Kutash (1986), based on a psychoanalytic perspective, the recital of yesterday’s events can be uselessly time consuming and can inhibit progress. They see this use of history as essentially a form of resistance, and they suggest that talking about events in one’s childhood is not as useful as dealing with the past in relation to here-and-now interactions within the group. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.2 - Understand the influence of early childhood development on an individual’s present problems. DATE CREATED: 3/4/2022 1:18 AM DATE MODIFIED: 3/4/2022 1:20 AM 8. Transference is best understood as which of the following? a. a sign that therapy is ineffective b. unhelpful and distracting c. a means to uncover past conflicts d. a way members resist progress

ANSWER: RATIONALE:

c Transference refers to the member unconsciously shifting feelings, attitudes, and fantasies (both positive and negative) that stem from reactions to significant persons from the past onto the therapist (or other group members). Transference is a basic concept of the psychoanalytic group approach and can serve as a means for uncovering past conflicts and understanding their influence on the here-and-now. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 1:20 AM DATE MODIFIED: 3/4/2022 1:21 AM 9. Tonita explains a poor grade on a recent exam by saying the professor doesn’t seem prepared for class and their lectures are disorganized. Which defense mechanism is Tonita most likely using? a. transference b. countertransference c. rationalization d. free association ANSWER: c RATIONALE: Rationalization refers to trying to justify behavior by assigning logical and admirable motives to it. Some people manufacture “good” reasons to explain away a bruised ego. This defense involves an attempt to minimize the severity of disappointment over losses or failures. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 1:21 AM DATE MODIFIED: 3/4/2022 1:22 AM 10. Although the sudden and tragic deaths of both of Raguel’s parents at age 11 left Raguel alone in the world and suddenly uprooted, Raguel recounts this to the group with very little emotion, almost as though they were telling a story about someone else. In fact, Raguel claims the experience really was not that difficult, even at the time it occurred. What psychoanalytic defense mechanism is Raguel most likely using? a. regression b. rationalization c. reaction formation d. repression ANSWER: d RATIONALE: Repression results in threatening or painful thoughts and desires being excluded from awareness. By pushing distressing thoughts or feelings into the unconscious, people manage the anxiety that grows out of situations involving guilt and conflict.

POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 1:23 AM DATE MODIFIED: 3/8/2022 6:21 AM 11. According to Stricker and Gold (2019), psychodynamic therapists should aim to be which of the following? a. passive b. flexible c. doctrinaire d. non-reactive ANSWER: b RATIONALE: Stricker and Gold (2019) believe that psychodynamic therapists need to be flexible and open to changing their roles to meet members’ needs, which may range from active interventions to empathic reflection, understanding, questioning, or tentative interpretation. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.6 - Describe the role and function of the group leader from a psychodynamic perspective. DATE CREATED: 3/4/2022 1:24 AM DATE MODIFIED: 3/4/2022 1:26 AM 12. Brief psychodynamic therapy (BPT) tends to emphasize which of the following? a. the clients’ past conflicts b. the clients’ motivations c. the clients’ strengths d. the clients’ interests ANSWER: c RATIONALE: BPT tends to emphasize a client’s strengths and resources in dealing with real-life issues. Levenson (2017) notes that a major modification of the psychoanalytic technique is the emphasis on the here-and-now of the client’s life rather than exploring the there-and-then of childhood. POINTS: 1 REFERENCES: Contemporary Trends in Psychoanalytic Group Theory QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.9 - Identify and explain the key components associated with brief psychodynamic therapy. DATE CREATED: 3/4/2022 1:26 AM DATE MODIFIED: 3/8/2022 12:24 AM

13. When anxiety is referred to as “free-floating,” this suggests that the anxiety can be described as which of the following? a. very light and insubstantial b. vague and generalized c. close to the surface of consciousness d. influencing only minor aspects of life ANSWER: b RATIONALE: Anxiety is a feeling of impending doom that results from repressed feelings, memories, desires, and experiences rising to the surface of our awareness. It is triggered by something in the environment or within the individual and is often free-floating; that is, it is vague and general, not yet having crystallized into a specific form. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 1:27 AM DATE MODIFIED: 3/4/2022 1:29 AM 14. In a psychoanalytic group, countertransference is seen as which of the following? a. a sign that the members have unfinished business with the group leader b. a sign that the group leader is not competent to lead the group c. a therapist's unconscious emotional responses to a client behavior d. evidence that members are reminded of key figures in their early years by the leader ANSWER: c RATIONALE: According to psychoanalytic theory, countertransference is a therapist’s unconscious emotional responses to a client based on the therapist’s own past, resulting in a distorted perception of the client’s behavior. The resolution of countertransference is an essential skill that requires systematic reflection and exploration. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.5 - Define and explain the role of countertransference in the group psychodynamic therapy process. DATE CREATED: 3/4/2022 1:29 AM DATE MODIFIED: 3/4/2022 1:30 AM 15. Thomas has once again been passed over for a promotion at work. Thomas’s most recent evaluation notes that, while Thomas does as instructed, they do nothing more. Thomas does not go above and beyond for clients or try to improve processes, but simply follows instructions. A psychodynamic theorist might think Thomas did not successfully resolve which of Erikson’s conflicts? a. trust vs. mistrust b. identity vs. identity confusion c. initiative vs. guilt d. intimacy vs. isolation

ANSWER: RATIONALE:

c Erikson emphasized that the basic task of the preschool years, which he referred to as initiative vs. guilt, is to establish a sense of competence and initiative. This is the time for becoming psychologically ready to pursue activities of one’s own choosing. If children are allowed the freedom to select meaningful activities, they tend to develop a positive outlook characterized by the ability to initiate and follow through. But if they are not allowed to make at least some of their own decisions or if their choices are criticized, they are likely to develop a sense of guilt over taking initiative. Typically, they will refrain from taking an active stance and will increasingly let others make decisions for them. POINTS: 1 REFERENCES: Developmental Stages and Their Implications for Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 1:31 AM DATE MODIFIED: 3/8/2022 12:24 AM 16. Lindsy intensely dislikes their boss but claims, in fact, that the boss dislikes Lindsy while Lindsy maintains a neutral attitude. What defense mechanism is Lindsy most likely using? a. displacement b. projection c. reaction formation d. regression ANSWER: b RATIONALE: Projection is a mechanism for attributing our own unacceptable thoughts, feelings, behaviors, and motives onto others. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 1:34 AM DATE MODIFIED: 3/8/2022 12:24 AM 17. According to Rutan et al. (2014), the role of the analytic therapist is to do which of the following? a. initiate b. correct c. direct d. react ANSWER: d RATIONALE: Rutan (2014) believes the therapist’s role is essentially to react rather than to initiate. The dynamic group therapist waits for the group process to occur and then comments on it. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.6 - Describe the role and function of the group leader from a psychodynamic perspective. DATE CREATED: 3/4/2022 1:35 AM DATE MODIFIED: 3/8/2022 12:25 AM 18. Erikson conceptualized the main task of early adulthood as which of the following? a. trust versus mistrust b. generativity versus stagnation c. initiative versus guilt d. intimacy versus isolation ANSWER: d RATIONALE: In Erikson’s view, we enter adulthood after we have mastered the conflicts of adolescence and established a firm personal identity. During early adulthood, our sense of identity is tested again by the challenge of intimacy versus isolation. POINTS: 1 REFERENCES: Developmental Stages and Their Implications for Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 1:37 AM DATE MODIFIED: 3/4/2022 1:38 AM 19. According to Erikson, the major task for early childhood (ages 1 to 3) is which of the following? a. to engage in social tasks b. to explore the world c. to achieve a sense of industry d. to gain a sense of personal adequacy ANSWER: d RATIONALE: From Erikson’s viewpoint, the years between ages 1 and 3 are a time for developing a sense of autonomy. Children who don’t master the task of gaining some measure of self-control and the ability to cope with the world develop a sense of shame and doubt about themselves and their own personal sense of adequacy. POINTS: 1 REFERENCES: Developmental Stages and Their Implications for Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 1:38 AM DATE MODIFIED: 3/4/2022 1:40 AM 20. According to Erikson, the “identity crisis” is a hallmark of which age group? a. adolescence b. young adulthood c. school age children

d. old age ANSWER: RATIONALE:

a During the “identity crisis,” as described by Erikson, adolescents seek to establish a stable view of self and to define a place in life. Most conflicts of the adolescent years are related to the development of a personal identity. Adolescents struggle to define who they are, where they are going, and how they will get there. POINTS: 1 REFERENCES: Developmental Stages and Their Implications for Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 1:40 AM DATE MODIFIED: 3/4/2022 1:41 AM 21. A person who is in Erikson’s “middle age” stage is doing which of the following? a. finding ways to help others b. likely experiencing hopelessness c. adjusting to retirement d. achieving intimacy in relationships ANSWER: a RATIONALE: Erikson’s “middle age” stage is characterized by a need to go beyond the self and immediate family and to be actively involved with helping and guiding the next generation. POINTS: 1 REFERENCES: Developmental Stages and Their Implications for Group Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 1:41 AM DATE MODIFIED: 3/4/2022 1:43 AM 22. Trenton was raised by a single father who was controlling and overbearing. Often, when the group leader suggests a possible interpretation to Trenton, Trenton accuses the leader of trying to force Trenton to accept the leader’s beliefs. Trenton is best described as exhibiting which of the following? a. transference b. reaction formation c. regression d. projection ANSWER: a RATIONALE: Transference refers to a group member unconsciously shifting feelings, attitudes, and fantasies (both positive and negative) that stem from reactions to significant persons from the past onto the therapist (or other group members). Transference is a basic concept of the psychoanalytic group approach. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.4 - Describe how multiple transferences offer a way for members to reenact unfinished events in a group setting and how these reactions can be explored in a group. DATE CREATED: 3/4/2022 1:43 AM DATE MODIFIED: 3/8/2022 6:22 AM 23. Dr. Yoon gets tense whenever a particular group member starts speaking and recognizes that the member reminds them of their dissertation adviser, who was quite harsh and judgmental. Dr. Yoon is most likely experiencing which of the following? a. sublimation b. individuation c. countertransference d. transference ANSWER: c RATIONALE: The therapist’s own feelings may become entangled in the therapeutic relationship, obstructing or even destroying objectivity. According to psychoanalytic theory, countertransference is a therapist’s unconscious emotional responses to a client based on the therapist’s own past, resulting in a distorted perception of the client’s behavior. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.5 - Define and explain the role of countertransference in the group psychodynamic therapy process. DATE CREATED: 3/4/2022 1:45 AM DATE MODIFIED: 3/4/2022 1:46 AM 24. If group members are to progress, which of the following needs to occur? a. They must learn to repress their anxiety. b. They must work through their resistances. c. They must accept their powerlessness. d. They must change irrational cognitions. ANSWER: b RATIONALE: If group members hope to change some aspect of their personality, they must be challenged to work through resistances and old patterns. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.6 - Describe the role and function of the group leader from a psychodynamic perspective. DATE CREATED: 3/4/2022 1:47 AM DATE MODIFIED: 3/4/2022 1:48 AM 25. When considering whether to use a psychoanalytic approach with a multicultural group, the group leader should consider which of the following? a. Whether the theory is consistent with the cultural values of group members.

b. How to use the theory to encourage group members to conform to mainstream culture. c. Whether group members will accept the leader as the authority on how the theory should be used. d. If group members will find the theory as interesting as the leader does. ANSWER: a RATIONALE: When considering whether a given theory is appropriate for working with diverse client populations in a group setting, one key criterion is the consistency between the concepts and techniques of the theory and the cultural values of the group members. POINTS: 1 REFERENCES: Applying the Psychoanalytic Approach With Multicultural Populations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.10 - Identify some of the strengths and the limitations of psychoanalytic group therapy from a multicultural perspective. DATE CREATED: 3/4/2022 1:48 AM DATE MODIFIED: 3/4/2022 1:50 AM 26. Psychoanalytic groups function as a reenactment of group members’ families. a. True b. False ANSWER: True RATIONALE: Psychoanalytic groups reenact the family of origin in a symbolic way via the group so that the historical past of each group member is repeated in the group’s presence. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.1 - Explain how research on the serial position effect has been used to distinguish between short-term and long-term memory processes. DATE CREATED: 3/4/2022 1:50 AM DATE MODIFIED: 3/4/2022 1:51 AM 27. Psychoanalytic theory views today’s problems as being rooted in early experiences. a. True b. False ANSWER: True RATIONALE: According to the psychoanalytic view, the problems of adult living have their origin in early development. Early learning is not irreversible, but to change its effects, individuals must become aware of how certain early experiences have contributed to their present personality structure. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.1 - Explain how research on the serial position effect has been used to distinguish between short-term and long-term memory processes. DATE CREATED: 3/4/2022 1:51 AM DATE MODIFIED: 3/4/2022 1:52 AM

28. Individuals who were raised to see anger as unacceptable may view others as hostile or angry. a. True b. False ANSWER: True RATIONALE: Psychoanalytic theory asserts that early experiences, such as the beliefs we were raised with, have a profound influence on our lives. Individuals who are raised to believe that their angry feelings are unacceptable may tend to view others as hostile and angry. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.2 - Understand the influence of early childhood development on an individual’s present problems. DATE CREATED: 3/4/2022 1:53 AM DATE MODIFIED: 3/4/2022 1:54 AM 29. According to Freudian theory, life choices are largely a result of conscious deliberation. a. True b. False ANSWER: False RATIONALE: Freud’s theory holds that most of our choices are not freely made; rather, forces within us of which we are unaware guide our choices. We may select mates to meet certain needs that have not been satisfied; we may select a job because of some unconscious motive; and we continually respond to personal and interpersonal conflicts whose roots lie in unfinished experiences that are outside the realm of our awareness. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.2 - Understand the influence of early childhood development on an individual’s present problems. DATE CREATED: 3/4/2022 1:54 AM DATE MODIFIED: 3/4/2022 1:55 AM 30. Resistance may prevent members from dealing with unconscious material. a. True b. False ANSWER: True RATIONALE: Resistance is defined as the individual’s reluctance to bring into conscious awareness threatening unconscious material that has been previously repressed or denied. It can also be viewed as anything that prevents members from dealing with unconscious material and thus keeps the group from making progress. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.3 - Explain how resistance is viewed by a psychodynamic group therapist.

DATE CREATED: DATE MODIFIED:

3/4/2022 1:56 AM 3/8/2022 6:23 AM

31. Resistance is best viewed as something to overcome. a. True b. False ANSWER: False RATIONALE: In addressing resistant behaviors, the therapist must start with the client’s immediate problems as they are manifested through those behaviors, which should not be viewed as something to be overcome, but should be encouraged to be explored together. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.3 - Explain how resistance is viewed by a psychodynamic group therapist. DATE CREATED: 3/4/2022 1:57 AM DATE MODIFIED: 3/4/2022 1:58 AM 32. Transference in psychoanalytic groups should generally be discouraged. a. True b. False ANSWER: False RATIONALE: A psychoanalytic group provides a safe, neutral environment in which members can express spontaneous thoughts and feelings. Allowing the transference process to emerge in a group clearly contributes to the success of group therapy. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.4 - Describe how multiple transferences offer a way for members to reenact unfinished events in a group setting and how these reactions can be explored in a group. DATE CREATED: 3/4/2022 1:58 AM DATE MODIFIED: 3/8/2022 6:23 AM 33. In the phenomenon of multiple transferences, group members take on multiple roles. a. True b. False ANSWER: False RATIONALE: The group constellation lends itself to multiple transferences in which the group of today becomes the family of yesterday. Other members may stimulate such intense feelings that the individual “sees” in them some significant figure such as a father, mother, sibling, life partner, spouse, ex-lover, or boss. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.4 - Describe how multiple transferences offer a way for members to reenact unfinished

DATE CREATED: DATE MODIFIED:

events in a group setting and how these reactions can be explored in a group. 3/4/2022 1:59 AM 3/4/2022 2:00 AM

34. Countertransference is always problematic and should always be avoided in psychodynamic groups. a. True b. False ANSWER: False RATIONALE: Countertransference is a normal process, but it is essential for the therapist to be aware of it and how it affects their responses to group members. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.5 - Define and explain the role of countertransference in the group psychodynamic therapy process. DATE CREATED: 3/4/2022 2:00 AM DATE MODIFIED: 3/4/2022 2:01 AM 35. Countertransference in psychodynamic groups can be a positive therapeutic force. a. True b. False ANSWER: True RATIONALE: A group counselor’s countertransference has the potential to be utilized as a powerful therapeutic force for the group and its leader, given good supervision and training. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.5 - Define and explain the role of countertransference in the group psychodynamic therapy process. DATE CREATED: 3/4/2022 2:01 AM DATE MODIFIED: 3/4/2022 2:02 AM 36. There is great variability in leadership styles among contemporary psychodynamic therapists. a. True b. False ANSWER: True RATIONALE: Leadership styles vary among psychoanalytically oriented group therapists, ranging from leaders characterized by objectivity, warm detachment, and relative anonymity to those who favor a collaborative relationship with group members. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.6 - Describe the role and function of the group leader from a psychodynamic perspective.

DATE CREATED: DATE MODIFIED:

3/4/2022 2:03 AM 3/8/2022 6:24 AM

37. Rutan (2014) asserts that therapists should actively lead their groups. a. True b. False ANSWER: False RATIONALE: Rutan (2014) claims that therapists are not so much group leaders as they are group followers: “We let the group go where it goes (for the most part), trusting that the group process will take the group where it needs to go, and that becomes a significant part of the data of the group.” POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.6 - Describe the role and function of the group leader from a psychodynamic perspective. DATE CREATED: 3/4/2022 2:13 AM DATE MODIFIED: 3/4/2022 2:14 AM 38. Relational analysis focuses on the relationships among group members. a. True b. False ANSWER: False RATIONALE: Relational analysis explores both the therapist’s and the client’s reactions and experiences within the group situation. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 2:14 AM DATE MODIFIED: 3/4/2022 2:15 AM 39. The basic tool for uncovering unconscious material is dream analysis. a. True b. False ANSWER: False RATIONALE: The basic tool for uncovering repressed or unconscious material is free association— communicating whatever comes to mind regardless of how painful, illogical, or irrelevant it may seem. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 2:16 AM DATE MODIFIED: 3/4/2022 2:17 AM 40. According to Freud, an infant is focused on developing a sense of trust or mistrust of the world. a. True b. False ANSWER: True RATIONALE: Freud labeled the first year of life the oral stage, during which the mouth is the primary source of gratification and the infant is learning to trust or mistrust the world. The events of this period are extremely important for later development. Later personality problems that stem from the oral stage include a mistrustful view of the world, a tendency to reject love, a fear of loving and trusting, and an inability to establish intimate relationships. POINTS: 1 REFERENCES: Developmental Stages and Their Implications for Group Work QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 2:18 AM DATE MODIFIED: 3/8/2022 6:25 AM 41. A group member who has not resolved Erikson’s industry versus inferiority conflicts may present with a negative selfconcept. a. True b. False ANSWER: False RATIONALE: Some problems originating at the industry versus inferiority stage that group leaders may expect to encounter include a negative self-concept, feelings of inadequacy relating to learning, feelings of inferiority in establishing social relationships, conflicts about values, a confused gender-role identity, unwillingness to face new challenges, dependency, and lack of initiative. POINTS: 1 REFERENCES: Developmental Stages and Their Implications for Group Work QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 2:19 AM DATE MODIFIED: 3/8/2022 6:26 AM 42. Brief psychodynamic therapy generally lasts from six months to a year (35 to 50 sessions). a. True b. False ANSWER: False RATIONALE: Brief psychodynamic therapy (BPT) applies the principles of psychoanalytic theory and

therapy to treating selective disorders within an established time limit of generally 10 to 25 sessions. POINTS: 1 REFERENCES: Contemporary Trends in Psychoanalytic Group Theory QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.9 - Identify and explain the key components associated with brief psychodynamic therapy. DATE CREATED: 3/4/2022 2:20 AM DATE MODIFIED: 3/4/2022 2:21 AM 43. Group leaders are typically more active in brief psychodynamic therapy groups compared to long-term psychodynamic groups. a. True b. False ANSWER: False RATIONALE: In brief psychodynamic therapy groups, the leader assumes a more active role and offers earlier interventions than would be typical in a long-term psychodynamic group. Hereand-now behaviors and interactions are given more attention, and in some very brief groups, the therapist may focus exclusively on here-and-now interactions. POINTS: 1 REFERENCES: Contemporary Trends in Psychoanalytic Group Theory QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.9 - Identify and explain the key components associated with brief psychodynamic therapy. DATE CREATED: 3/4/2022 2:21 AM DATE MODIFIED: 3/8/2022 6:27 AM 44. The psychodynamic group approach is acceptable to all cultures. a. True b. False ANSWER: False RATIONALE: While psychodynamic theory may be applicable to all cultures, it is not acceptable to all cultures. POINTS: 1 REFERENCES: Evaluation of the Psychoanalytic Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.10 - Identify some of the strengths and the limitations of psychoanalytic group therapy from a multicultural perspective. DATE CREATED: 3/4/2022 2:23 AM DATE MODIFIED: 3/4/2022 2:24 AM 45. Traditional psychodynamic therapy is typically accessible only to individuals of higher socioeconomic status. a. True b. False

ANSWER: RATIONALE:

True Because it is so lengthy and intensive, traditional psychodynamic therapy is often not a practical or acceptable option for individuals of more limited financial means. POINTS: 1 REFERENCES: Evaluation of the Psychoanalytic Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 6.10 - Identify some of the strengths and the limitations of psychoanalytic group therapy from a multicultural perspective. DATE CREATED: 3/4/2022 2:24 AM DATE MODIFIED: 3/4/2022 2:25 AM 46. Describe the problems that may arise when someone with narcissistic personality disorder is part of a psychoanalytic group. ANSWER: Answers will vary but may include the following: Yalom and Leszcz (2020) discuss the problems that arise when individuals with narcissistic dynamics enter group therapy. They typically have difficulty sharing group time, understanding and empathizing with others, being concerned about the feelings of others, and forming relationships with other members. These clients have a constant need for center stage. They often assess a group’s usefulness to them in terms of how much time is devoted to them and how much attention they receive from the therapist. They are likely to be bored and impatient while other members are working, and they also tend to divert the discussion back to themselves. These individuals have unrealistic expectations of the other members. They feel that they are special and deserve the group’s attention, but they are not willing to give attention to others. According to Yalom and Leszcz, a major task of the therapist is to manage such highly vulnerable members in the group. The leader must focus on the way members who display narcissistic traits relate to others in the group. POINTS: 1 REFERENCES: Contemporary Trends in Psychoanalytic Group Theory QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 2:25 AM DATE MODIFIED: 3/8/2022 6:28 AM 47. Describe brief psychodynamic therapy (BPT). ANSWER: Answers will vary but may include the following: Brief psychodynamic therapy (BPT) applies the principles of psychoanalytic theory and therapy to treating selective disorders within an established time limit of generally 10 to 25 sessions. BPT uses key psychoanalytic and psychodynamic concepts such as the enduring impact of psychosexual, psychosocial, and object-relational stages of development; the existence of unconscious processes; reenactment of the client’s past emotional issues in relationship to the therapist; the therapeutic alliance; and repetitive behavior. Some key components that define BPT include rapid use of interventions, active therapist stance, formulation of a focus of therapy, establishing specific therapy goals, and an intentional use of time limitations. BPT tends to emphasize a client’s strengths and resources in dealing with

real-life issues. Levenson (2017) notes that a major modification of the psychoanalytic technique is the emphasis on the here-and-now of the client’s life rather than exploring the there-and-then of childhood. The brief psychodynamic therapist tends to think psychodynamically but is open to using a variety of intervention strategies. Levenson reports that recent developments in BPT indicate an increased emphasis on experiential psychotherapeutic processes, a practical slant, and theoretical and technical integration of concepts and techniques outside the psychoanalytic domain. POINTS: 1 REFERENCES: Contemporary Trends in Psychoanalytic Group Theory QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 2:26 AM DATE MODIFIED: 3/8/2022 6:28 AM 48. Describe the use of psychodynamic groups in schools. ANSWER: Answers will vary but may include the following: The psychoanalytic model provides a conceptual framework for understanding a child’s or an adolescent’s current problems. Although the use of psychoanalytic techniques is generally beyond the scope of group counseling in the school setting, understanding how past events may continue to have a present influence on the problems can reframe the school counselor’s approach. A group leader can be aware of factors such as resistance, transference, anxiety, and the functioning of ego-defense mechanisms. This awareness will add some depth to the interventions the group leader makes, even though the leader does not encourage excursions into past trauma or unconscious conflicts. Understanding these psychoanalytic concepts affords group counselors with a way to develop empathy and to work compassionately with here-and-now problems of children and adolescents. POINTS: 1 REFERENCES: Applying the Psychoanalytic Approach to Group Work in Schools QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 6.7 - Define these techniques commonly used in psychoanalytic group practice: maintaining the analytic framework, free association, interpretation, dream analysis, and analysis and interpretation of resistance and transference. DATE CREATED: 3/4/2022 2:27 AM DATE MODIFIED: 3/4/2022 2:28 AM 49. Describe the limitations of psychoanalytic theory in therapeutic settings. ANSWER: Answers will vary but may include the following: The psychoanalytic approach has been accused of failing to adequately address the social, cultural, and political factors that result in an individual’s problems. Psychoanalytic therapy is less concerned with short-term problem solving than it is with long-term personality reconstruction. In his critique of long-term psychodynamic therapy, Strupp (1992) acknowledges that this approach will clearly remain a luxury for most people. Low-income

clients generally do not have the time, resources, or inclination to begin and maintain the extended and expensive journey of psychoanalytic self-exploration. Instead, they are likely to be motivated more by the need to have psychological security and provide for their family. This is not to imply that all approaches to psychotherapy are inappropriate for people of limited means. Smith (2005) contends that psychotherapists’ willingness and ability to work with poor people is compromised by unexamined classist attitudes and that these attitudes constitute a significant obstacle for practitioners’ success in working with the poor. Smith seems to be making a case for alternative therapeutic models such as psychoeducation, counseling, preventive psychology, and community psychology rather than traditional psychotherapy for the poor. POINTS: 1 REFERENCES: Evaluation of the Psychoanalytic Approach to Groups QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 6.10 - Identify some of the strengths and the limitations of psychoanalytic group therapy from a multicultural perspective. DATE CREATED: 3/4/2022 2:28 AM DATE MODIFIED: 3/4/2022 2:29 AM 50. Describe some of the conflicts associated with at least three of Erikson’s stages of development. ANSWER: Answers will vary but should include some of the following points for at least three of Erikson’s stages of development: Stage 1: Infancy—Trust Versus Mistrust (Birth to 12 Months): According to Erikson (1963), an infant’s basic task is to develop a sense of trust in self, others, and the world. Infants need to count on others and to feel wanted and secure. Each stage builds on the psychological outcomes of the previous stage, so if parents are not responsive to these needs, infants develop an attitude of mistrust toward the world, and especially toward interpersonal relationships. Stage 2: Early Childhood—Autonomy Versus Shame and Doubt (1 to 3 Years): From Erikson’s viewpoint, the years between ages 1 and 3 are a time for developing a sense of autonomy. Children who don’t master the task of gaining some measure of self-control and the ability to cope with the world develop a sense of shame and doubt about themselves and their adequacy. At this age, children need to explore the world, to experiment and test their limits, and to be allowed to learn from their mistakes. Parents who do too much for their children can keep them dependent, inhibiting their children’s autonomy and hampering their capacity to feel competent in the world. Stage 3: The Preschool Age—Initiative Versus Guilt (3 to 6 Years): Erikson emphasized that the basic task of the preschool years is to establish a sense of competence and initiative. This is the time for becoming psychologically ready to pursue activities of one’s own choosing. If children are allowed the freedom to select meaningful activities, they tend to develop a positive outlook characterized by the ability to initiate and follow through. But if they are not allowed to make at least some of their own decisions or if their choices are criticized, they are likely to develop a sense of guilt over taking initiative. Typically, they will refrain from taking an active stance and will increasingly let others make decisions for them. Stage 4: The School Age—Industry Versus Inferiority (6 to 12 Years): Erikson stressed the active, rather than the latent, aspect of this stage and the unique psychosocial tasks that must be met at this time if healthy development is to take place.

Children need to expand their understanding of the physical and social worlds and continue to develop appropriate gender-role identities. They must also form personal values, engage in social tasks, learn to accept people who are different from them, and acquire the basic skills needed for schooling. According to Erikson, the central task of middle childhood is the achievement of a sense of industry, and the failure to do so results in a sense of inadequacy and inferiority. Industry refers to setting and achieving goals that are personally meaningful. If children fail at this task, they are unlikely to feel adequate as adults, and the subsequent developmental stages will be negatively influenced. Stage 5: Adolescence—Identity Versus Identity Confusion (12 to 18 Years): Adolescence is a stage of transition between childhood and adulthood. It is a time for continually testing limits, rejecting ties of dependency, and establishing a new identity. It is most of all a time of conflict, especially between the desire to break away from parental control and the fear of making independent decisions and living with the consequences. Erikson saw the crisis that characterizes adolescence as the most important life crisis. During the identity crisis, adolescents seek to establish a stable view of self and to define a place in life. Most conflicts of the adolescent years are related to the development of a personal identity. Adolescents struggle to define who they are, where they are going, and how they will get there. Stage 6: Early Adulthood—Intimacy Versus Isolation (18 to 35 Years): In Erikson’s view, we enter adulthood after we have mastered the conflicts of adolescence and established a firm personal identity. During early adulthood, our sense of identity is tested again by the challenge of intimacy versus isolation. Stage 7: Middle Adulthood—Generativity Versus Stagnation (35 to 65 Years): The seventh stage is characterized by a need to go beyond ourselves and our immediate family and to be actively involved with helping and guiding the next generation. This is a time when we are likely to engage in a philosophical reexamination of how we are living, which often leads to a reinvention of our way of being. Stage 8: Later Life—Integrity Versus Despair (Above 65 Years): The eighth stage of life confronts the individual with crucial developmental tasks, such as adjusting to the death of a spouse or friends, maintaining outside interests, adjusting to retirement, and accepting losses in physical and sensory capacities. But the central task of the final stage is reviewing the past and drawing conclusions. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 6.8 - Understand the application of the developmental stages that are part of the psychosocial approach and psychodynamic group therapy. DATE CREATED: 3/4/2022 2:29 AM DATE MODIFIED: 3/4/2022 2:31 AM

Chapter 07: Adlerian Group Counseling 1. Adlerian therapy is rooted in which theoretical model? a. a growth model b. a medical model c. a behavioral model d. a Gestalt model ANSWER: a RATIONALE: Adler focused on the struggle of individuals to become all that they might be. Adler’s growth model was the foundation for his psychology of use. We are born with certain building blocks (heredity and environment); what we do with them determines the kind of person we become. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:02 AM DATE MODIFIED: 3/8/2022 4:15 AM 2. According to Adler, people are mainly motivated by which type of forces? a. ego forces b. sexual forces c. aggressive forces d. social forces ANSWER: d RATIONALE: Adler’s approach assumes that people are primarily motivated by social forces and are striving to achieve certain goals. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.2 - Explain the meaning of social interest and show how this is a foundational concept of the Adlerian approach. DATE CREATED: 3/4/2022 4:05 AM DATE MODIFIED: 3/4/2022 4:06 AM 3. Which of the following did Adler stress? a. the value of transference for group therapy b. the importance of self-determination c. the role of biological determinants of behavior d. the central role of mindfulness in his theory ANSWER: b RATIONALE: Adler’s system stresses self-determination and consciousness (rather than the unconscious posited by Freud) as the center of personality.

POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:07 AM DATE MODIFIED: 3/4/2022 4:08 AM 4. According to Adler, our personalities are unified by which of the following? a. life goals b. unconscious forces c. parental influences d. phenomenology ANSWER: a RATIONALE: Life goals, which may be thought of as our long-term goals, guide our movement toward an envisioned completion or self-actualization. They Our life goals unify our personality, order our experiences of life, and guide interactions with others. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:08 AM DATE MODIFIED: 3/4/2022 4:10 AM 5. According to your text, who played a significant role in the development of Adlerian group methods? a. Viktor Frankl b. Rudolf Dreikurs c. Abraham Maslow d. J. L. Moreno ANSWER: b RATIONALE: Rudolf Dreikurs was largely responsible for extending and popularizing Adler’s work and transplanting Adler’s ideas to the United States. Dreikurs did a great deal to translate Adlerian principles into the practice of group psychotherapy and may have been the first person ever to use group psychotherapy in private practice. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:10 AM

DATE MODIFIED:

3/4/2022 4:15 AM

6. According to your text, the stages of Adlerian therapy are best viewed as which of the following: a. linear b. invariant c. static d. fluid ANSWER: d RATIONALE: The stages of Adlerian therapy are not necessarily discrete linear stages but remain fluid throughout the entire therapy process. Any stage may appear repeatedly during the therapy process. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 4:16 AM DATE MODIFIED: 3/4/2022 4:17 AM 7. The idea that people are individuals and thus indivisible is known as which of the following? a. ego integrity b. holism c. self-actualization d. phenomenology ANSWER: b RATIONALE: The Adlerian approach, also known as Individual Psychology, reflects his belief in the uniqueness and unity of the individual. Based on a holistic view of the person, Adler used the word individual to describe an indivisible unit. The focus is on understanding whole persons within their socially embedded contexts of family, school, work, and community. Individuals are always more than the sum of their parts. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:17 AM DATE MODIFIED: 3/4/2022 4:21 AM 8. What term do Adlerians use for our views about ourselves and the behaviors we use to reach our goals? a. personal perspective b. phenomenology c. teleology d. style of living ANSWER: d RATIONALE: The Adlerian term style of living refers to our views about ourselves, others, and the world,

and the distinctive behaviors we use to pursue our goals. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:21 AM DATE MODIFIED: 3/4/2022 4:24 AM 9. What term do Adlerians use for our commitment to the common good? a. style of living b. social interest c. family constellation d. superiority feelings ANSWER: b RATIONALE: Social interest is the kind of empathic bonding people feel for each other and the responsible actions and attitudes they take toward one another, a sense of belonging and participating with others for the common good. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:24 AM DATE MODIFIED: 3/8/2022 4:20 AM 10. In Adlerian therapy, the occupational task involves which of the following? a. Finding and keeping a job b. Deciding on a career path c. Making a contribution to society d. Earning enough to support oneself and family ANSWER: c RATIONALE: Adler contended that we must successfully master at least three universal life tasks. All people need to address these life tasks, regardless of age, gender, time in history, culture, or nationality. These tasks are building friendships (social task), establishing intimacy (love/marriage task), and contributing to society (occupational task). POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement.

DATE CREATED: DATE MODIFIED:

3/4/2022 4:26 AM 3/4/2022 4:27 AM

11. Which of the following is grounded in self-determination. a. The socioteleological approach b. The phenomenological approach c. The biopsychosocial approach d. The egoistic approach ANSWER: a RATIONALE: The socioteleological approach is grounded on the notion that we are self-determining beings—we have the capacity to influence and create events. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:28 AM DATE MODIFIED: 3/4/2022 4:30 AM 12. What best describes the Adlerian view of the therapeutic relationship? a. The therapist is considered the expert. b. The therapist should foster transference. c. The therapist is seen as a behavioral engineer. d. The therapist and client(s) are equals. ANSWER: d RATIONALE: The Adlerian therapeutic relationship emphasizes a spirit of mutual respect and mutual engagement between social equals, and a democratic atmosphere prevails. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.4 - Describe leader characteristics associated with establishing and maintaining cohesive relationships with members. DATE CREATED: 3/4/2022 4:30 AM DATE MODIFIED: 3/4/2022 4:32 AM 13. Analysis and assessment focus on exploration of which of following? a. the ego forces b. the family constellation c. the use of maladaptive cognitions d. the presence of psychopathology ANSWER: b RATIONALE: Analysis and assessment rely heavily on exploration of the client’s family constellation, which includes evaluating the conditions that prevailed in the family when the person was a young child in the process of forming lifestyle convictions and basic assumptions.

POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.6 - Explain how members’ experiences in their family of origin can have an impact on present-day behavior. DATE CREATED: 3/4/2022 4:32 AM DATE MODIFIED: 3/4/2022 4:34 AM 14. Which of the following is the group leader’s main task during the assessment phases? a. to integrate data from the lifestyle investigation. b. to interpret the latent meanings of dreams. c. to administer projective tests. d. to develop specific behavioral goals and a treatment plan. ANSWER: a RATIONALE: During the assessment stage, the group counselor’s main task is to integrate and summarize data from the lifestyle investigation and to interpret how the mistaken notions and personal mythology are influencing the client. This is done in a clear and concise way so that clients can recognize their own dynamics and pinpoint their assets and themes in their life. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 4:34 AM DATE MODIFIED: 3/4/2022 4:36 AM 15. Which of the following best describes the Adlerian view of insight? a. Personality is not changed unless there is insight. b. Insight is a necessary prerequisite for behavioral change. c. Insight must be accompanied by goal-directed behavior d. Insight always follows a release of intense feelings. ANSWER: c RATIONALE: Insight is a special form of awareness that facilitates a meaningful understanding within the counseling relationship and acts as a foundation for change. Yet this awareness is not, in and of itself, enough to bring about significant change. It is a means to an end, not an end in itself. It is essential that awareness leads to constructive movement toward desired goals. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 4:36 AM DATE MODIFIED: 3/8/2022 4:22 AM 16. In an Adlerian group, interpretation best described by which of the following? a. intended to increase insight

b. focused on the there-and-then c. focused on ego identity d. typically about one’s birth order ANSWER: a RATIONALE: Interpretation is the process by which individuals gain insight into their lifestyle. Interpretation deals with members’ underlying motives for behaving the way they do in the here-and-now. Interpretations are never forced on the client; they are presented tentatively in the form of hypotheses. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 4:40 AM DATE MODIFIED: 3/4/2022 4:43 AM 17. How would an Adlerian therapist most likely address a client’s feelings of inferiority? a. Ignore them, since discussion leads to discouragement b. Explore the feelings of inferiority, including within the group. c. Reassure the client that they are, in fact, the equal of all group members. d. Force the client to acknowledge the ways in which they are inferior. ANSWER: b RATIONALE: It is useful for members to explore their current strategies for managing their personal feelings of insignificance and inferiority. Members are encouraged to talk about any inferiority feelings and feelings of insignificance they may be experiencing within the group context itself. This can lead to very productive work with members realizing that their assumptions about their personal worth all too often are based on remembered failure experiences. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:43 AM DATE MODIFIED: 3/4/2022 4:44 AM 18. The Adlerian therapist functions as which of the following in a group? a. an educator b. a co-patient c. an autocrat d. an expert ANSWER: a RATIONALE: The role of the Adlerian therapist is to help group members become aware of their faulty worldview and to educate them into a healthier view that will result in corresponding changes in feelings and behaviors.

POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.4 - Describe leader characteristics associated with establishing and maintaining cohesive relationships with members. DATE CREATED: 3/4/2022 4:45 AM DATE MODIFIED: 3/4/2022 4:46 AM 19. Which of the following focuses on the idea that people have a purpose for their behavior? a. determinism b. postmodernism c. teleology d. phenomenology ANSWER: c RATIONALE: Adler rejected Freud’s causal determinism in favor of teleology, which studies the goals and purposes of human behavior. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 4:46 AM DATE MODIFIED: 3/4/2022 4:48 AM 20. During which stage of Adlerian therapy do members typically put insight into action? a. establishing and maintaining cohesive relationships b. analysis and assessment c. awareness and insight d. reorientation and reeducation ANSWER: d RATIONALE: In the reorientation and reeducation stage, members are helped to redirect their mistaken beliefs about self, life, and others. The emphasis is on considering alternative beliefs, behaviors, and attitudes. During this stage, members put insight into action, making choices more consistent with their desired goals. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 4:48 AM DATE MODIFIED: 3/8/2022 4:23 AM 21. Which stage emphasizes gaining an understanding of the group members’ styles of life?

a. establishing and maintaining cohesive relationships b. analysis and assessment c. awareness and insight d. reorientation and reeducation ANSWER: b RATIONALE: The aim of the analysis and assessment stage is understanding members’ styles of life and seeing how that is affecting their current functioning in all the tasks of life. The emphasis is on the social and cultural context of each individual. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 4:50 AM DATE MODIFIED: 3/4/2022 4:52 AM 22. How do Adlerians typically view culture? a. as fundamentally irrelevant b. in light of the dominant culture c. as an important influence on individuals d. as something that must be changed ANSWER: c RATIONALE: The phenomenological nature of the Adlerian approach lends itself to understanding the worldview of clients, and Adlerians investigate culture in much the same way that they approach birth order and family atmosphere. Culture is a vantage point from which life is experienced and interpreted; it is also a background of values, history, convictions, beliefs, customs, and expectations that must be addressed by the individual. POINTS: 1 REFERENCES: Applying the Adlerian Approach With Multicultural Populations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.9 - Identify the strengths and limitations of Adlerian group therapy from a diversity perspective. DATE CREATED: 3/4/2022 4:53 AM DATE MODIFIED: 3/8/2022 4:24 AM 23. An Adlerian is likely to consider the misbehavior of a child to represent which of the following? a. pursuit of a mistaken goal b. misapplication of a defense mechanism c. a fundamental character flaw d. the influence of the id ANSWER: a RATIONALE: Children are often sent by a teacher to a counseling group because of misbehavior. Adlerians believe that children with a pattern of misbehavior are usually in pursuit of mistaken goals such as attention getting, power struggle, revenge, or a demonstration of inadequacy or withdrawal. POINTS: 1

REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.10 - Understand the unique contributions of the Adlerian approach to the development of other group counseling approaches. DATE CREATED: 3/4/2022 4:55 AM DATE MODIFIED: 3/4/2022 4:57 AM 24. If an Adlerian therapist is using the technique of “catching oneself” with a group of individuals seeking to decrease their alcohol and other drug use, they are likely to do which of the following? a. use negative self-talk when they think about using b. find an accountability partner who can be called if the individual feels like using c. identify feelings that precede their use of substances d. focus on their goals of reducing or stopping their use ANSWER: c RATIONALE: The technique of catching oneself involves helping individuals identify signals associated with their problematic behavior or emotions. Members can then make decisions that stop their symptoms from taking over. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 4:58 AM DATE MODIFIED: 3/4/2022 4:59 AM 25. How do Adlerians view the time limits of brief group work? a. as a motivating factor b. as a necessary evil c. as therapeutically dangerous d. as something to be ignored. ANSWER: a RATIONALE: One advantage of having a time limit is that it conveys to clients the expectation that change will occur in a short period of time. Specifying the number of sessions can motivate both the group members and the therapist to stay focused on desired outcomes and to work as efficiently as possible. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.10 - Understand the unique contributions of the Adlerian approach to the development of other group counseling approaches. LO 7.8 - Identify the key characteristics of Adlerian brief group therapy. DATE CREATED: 3/4/2022 5:00 AM DATE MODIFIED: 3/4/2022 5:02 AM 26. Adlerians view clients as discouraged and not as psychologically sick.

a. True b. False ANSWER: RATIONALE:

True Adlerians reject the idea that some individuals are psychologically “sick” and in need of a “cure.” People are viewed as discouraged rather than sick. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 5:03 AM DATE MODIFIED: 3/4/2022 5:04 AM 27. Adlerians typically focus on how individuals view their situation. a. True b. False ANSWER: True RATIONALE: Adler was perhaps the first major theorist to stress a phenomenological orientation toward therapy that pays attention to the subjective fashion through which people perceive their world. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 5:04 AM DATE MODIFIED: 3/4/2022 5:06 AM 28. According to your text, individuals with a high degree of social interest are more likely to be willing to help others. a. True b. False ANSWER: True RATIONALE: Social interest is the kind of empathic bonding people feel for each other and the responsible actions and attitudes they take toward one another, a sense of belonging and participating with others for the common good. People who have a developed sense of social interest care as much about the well-being of others as they do about themselves. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.2 - Explain the meaning of social interest and show how this is a foundational concept of the Adlerian approach. DATE CREATED: 3/4/2022 5:06 AM

DATE MODIFIED:

3/8/2022 4:25 AM

29. Adler’s approach emphasizes the social connectedness of individuals. a. True b. False ANSWER: True RATIONALE: Adlerian Psychology, also known as Individual Psychology, rests on a central belief that our happiness and success are largely related to social connectedness. Because we are embedded in a society, we cannot be understood in isolation from that social context. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.2 - Explain the meaning of social interest and show how this is a foundational concept of the Adlerian approach. DATE CREATED: 3/4/2022 5:08 AM DATE MODIFIED: 3/4/2022 5:10 AM 30. The Adlerian reorientation process can be helpful to adolescents who lack a sense of purpose. a. True b. False ANSWER: True RATIONALE: The four-stage model of Adlerian groups can be applied to adolescents who lack a sense of purpose. Through the reorientation process, adolescents are able to find a renewed sense of hope that can change the direction of their lives. POINTS: 1 REFERENCES: Applying the Adlerian Approach to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 5:10 AM DATE MODIFIED: 3/8/2022 4:25 AM 31. Adlerian therapy uses the past to understand the present. a. True b. False ANSWER: True RATIONALE: In Adlerian therapy, recollections hold the key to understanding how we see the world and ourselves and what we value in life. Members typically become aware of how past experiences have influenced their current personality. POINTS: 1 REFERENCES: Group Theories in Action: An Adlerian Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.3 - Explain how elaboration, generating your own questions, self-testing, organizing study material into meaningful frameworks, taking study breaks, avoiding “illusions of learning,” and “active” note-taking can be used to improve the effectiveness of studying.

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3/4/2022 5:11 AM 3/4/2022 5:13 AM

32. An Adlerian therapist should ideally have an autocratic style. a. True b. False ANSWER: False RATIONALE: The Adlerian therapeutic relationship emphasizes a spirit of mutual respect and mutual engagement between social equals, and a democratic, not autocratic, atmosphere prevails. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.4 - Describe leader characteristics associated with establishing and maintaining cohesive relationships with members. DATE CREATED: 3/4/2022 5:13 AM DATE MODIFIED: 3/4/2022 5:14 AM 33. Adlerian group leaders should seek to conceal their imperfections. a. True b. False ANSWER: False RATIONALE: Some of the characteristics considered to be particularly important for Adlerians include presence, self-confidence, demonstrating the courage to be imperfect, willingness to take risks, acceptance, caring, willingness to model, collaborative spirit, sense of humor, listening for purposes and motives, encouraging, and a belief in the usefulness of the group process. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.4 - Describe leader characteristics associated with establishing and maintaining cohesive relationships with members. DATE CREATED: 3/4/2022 5:15 AM DATE MODIFIED: 3/8/2022 4:26 AM 34. According to Dreikurs, the social history should focus solely on objective material. a. True b. False ANSWER: False RATIONALE: Dreikurs maintains that it is essential to obtain a thorough social history to understand the member’s style of life and to provide a foundation for treatment. This social history is made up of both subjective and objective dimensions. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group.

DATE CREATED: DATE MODIFIED:

3/4/2022 5:17 AM 3/8/2022 4:26 AM

35. In Adlerian groups, members learn to be more effective in dealing with life tasks. a. True b. False ANSWER: True RATIONALE: Adlerian groups are characterized by an attempt to reorient faulty living patterns and to teach group members how to interact cooperatively. Adlerian group leaders aim to teach participants how to become more effective in dealing with the tasks of life. They also challenge and encourage clients to take risks and make changes. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 5:18 AM DATE MODIFIED: 3/8/2022 4:27 AM 36. Memories of a group member’s family of origin typically interfere with therapeutic progress. a. True b. False ANSWER: False RATIONALE: Focusing on memories of being in one’s family of origin at various ages often results in insights about present-day behavior. POINTS: 1 REFERENCES: Group Theories in Action: An Adlerian Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.6 - Explain how members’ experiences in their family of origin can have an impact on present-day behavior. DATE CREATED: 3/4/2022 5:20 AM DATE MODIFIED: 3/4/2022 5:22 AM 37. Consideration of the influences of a group member’s family of origin is central to Adlerian therapy. a. True b. False ANSWER: True RATIONALE: Adler is, perhaps, the first systems therapist because he focused more attention on interpersonal factors than on intrapersonal ones. Emphasis is placed on the client’s experiences in the family of origin, which is considered the first group anyone joins. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.6 - Explain how members’ experiences in their family of origin can have an impact on present-day behavior.

DATE CREATED: DATE MODIFIED:

3/4/2022 5:22 AM 3/4/2022 5:23 AM

38. According to Adlerians, early recollections should be viewed as facts. a. True b. False ANSWER: False RATIONALE: Early memories cast light on the story of our life”; they are more like metaphors for our current views rather than descriptions of what actually happened long ago. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.7 - Understand the value of sharing early recollections in a group. DATE CREATED: 3/4/2022 5:23 AM DATE MODIFIED: 3/8/2022 12:36 AM 39. According to Adlerians, early recollections can provide insights about how we view the world. a. True b. False ANSWER: True RATIONALE: Early recollections are a series of small mysteries that can be woven together and provide a tapestry that leads to an understanding of how we view and feel about ourselves, how we see the world, what our life goals are, what motivates us, what we believe in, and what we value; they also prepare us for our future. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.7 - Understand the value of sharing early recollections in a group. DATE CREATED: 3/4/2022 5:26 AM DATE MODIFIED: 3/4/2022 5:27 AM 40. The time-limit framework of brief group therapy can help instill hope that change will occur. a. True b. False ANSWER: True RATIONALE: One advantage of having a time limit is that it conveys to clients the expectation that change will occur in a short period of time. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.8 - Identify the key characteristics of Adlerian brief group therapy. DATE CREATED: 3/4/2022 5:27 AM DATE MODIFIED: 3/4/2022 5:29 AM

41. A focus on unconscious motivations is crucial in Adlerian brief therapy. a. True b. False ANSWER: False RATIONALE: The core characteristics associated with brief group therapy include rapid establishment of a strong therapeutic alliance, clear problem focus and goal alignment, rapid assessment, emphasis on active and directive therapeutic interventions, a focus on strengths and abilities of clients, an optimistic view of change, a focus on both the present and the future, and an emphasis on tailoring treatment to the unique needs of clients in the most time-efficient manner possible. In contrast, psychoanalytic groups focus more on unconscious motivations. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.8 - Identify the key characteristics of Adlerian brief group therapy. DATE CREATED: 3/4/2022 5:29 AM DATE MODIFIED: 3/8/2022 4:28 AM 42. Adlerian therapy is naturally well-suited to multicultural uses. a. True b. False ANSWER: True RATIONALE: Adlerian theory is well suited to working with culturally diverse clients because of its emphasis on understanding the individual within a social context and because of the emphasis on social interest and social justice. POINTS: 1 REFERENCES: Applying the Adlerian Approach With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.9 - Identify the strengths and limitations of Adlerian group therapy from a diversity perspective. DATE CREATED: 3/4/2022 5:30 AM DATE MODIFIED: 3/4/2022 5:39 AM 43. Adlerian therapy focuses on the person-in-environment. a. True b. False ANSWER: True RATIONALE: Although the Adlerian approach is also known as Individual Psychology, the emphasis is on the person-in-the-environment, and culture can help define clients in a manner respectful of individual and cultural diversity. POINTS: 1 REFERENCES: Applying the Adlerian Approach With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.9 - Identify the strengths and limitations of Adlerian group therapy from a diversity perspective.

DATE CREATED: DATE MODIFIED:

3/4/2022 5:39 AM 3/4/2022 5:40 AM

44. Adlerian theory can be used in both clinical and educational groups. a. True b. False ANSWER: True RATIONALE: One of the strengths of the Adlerian approach is that its concepts have group applications in both clinical and educational settings. POINTS: 1 REFERENCES: Evaluation of the Adlerian Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.10 - Understand the unique contributions of the Adlerian approach to the development of other group counseling approaches. DATE CREATED: 3/4/2022 5:40 AM DATE MODIFIED: 3/4/2022 5:41 AM 45. Adlerian theory is typically not congruent with other theories of group counseling. a. True b. False ANSWER: False RATIONALE: The Adlerian view is congruent with Gestalt therapy, existential therapy, social learning theory, reality therapy, rational emotive behavior therapy, cognitive behavior therapy, solution-focused brief therapy, acceptance and commitment therapy, positive psychology, family therapy, and the person-centered approach. POINTS: 1 REFERENCES: Evaluation of the Adlerian Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 7.10 - Understand the unique contributions of the Adlerian approach to the development of other group counseling approaches. DATE CREATED: 3/4/2022 5:41 AM DATE MODIFIED: 3/8/2022 4:28 AM 46. List and describe the four stages of Adlerian group therapy. ANSWER: Answers will vary but should include the following: Stage 1: Establishing and Maintaining Cohesive Relationships With Members In the initial stage, the emphasis is on establishing a good therapeutic relationship based on cooperation, collaboration, egalitarianism, and mutual respect. By attending to the relationship from the first session, group leaders are laying a foundation for cohesiveness and connection. Stage 2: Analysis and Assessment (Exploring the Individual’s Dynamics) In the second stage, group therapists conduct a comprehensive assessment of each group member’s functioning. The aim of this stage involves understanding members’ style of life and seeing how that is affecting their current functioning in all the tasks of life. The emphasis is on the social and cultural context of each individual. A thorough history is explored during

assessment that includes some of these aspects: family background, belief systems, cultural heritage, personal goals, and educational level. Stage 3: Awareness and Insight The Adlerian view is that insight is a special form of awareness that facilitates a meaningful understanding within the counseling relationship and acts as a foundation for change. Yet this awareness is not, in and of itself, enough to bring about significant change. It is a means to an end, not an end in itself. It is essential that awareness leads to constructive movement toward desired goals. Stage 4: Reorientation and Reeducation The end product of the group process is reorientation and reeducation. In the reorientation stage, members are helped to redirect their mistaken beliefs about self, life, and others. The emphasis is on considering alternative beliefs, behaviors, and attitudes. During this stage, members put insight into action, making choices more consistent with their desired goals. POINTS: 1 REFERENCES: Stages of the Adlerian Group QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 7.5 - Describe the key objectives for the four stages of the Adlerian group. DATE CREATED: 3/4/2022 5:43 AM DATE MODIFIED: 3/8/2022 4:29 AM 47. Why is Adlerian therapy particularly well-suited to group work? ANSWER: Answers will vary but should include the following ideas: Adlerians believe that the problems of individuals are mainly of a social nature. Based on this assumption, group work takes on special significance from both diagnostic and treatment perspectives. The group provides the social context in which members can develop a sense of belonging, social connectedness, and community. Inferiority feelings can be challenged and counteracted effectively in groups, and the mistaken concepts and values at the root of social and emotional problems can be deeply influenced by the group. Members come to see that many of their problems are interpersonal in nature, that their behavior has social meaning, and that their goals can best be understood in the framework of social purposes. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 7.10 - Understand the unique contributions of the Adlerian approach to the development of other group counseling approaches. DATE CREATED: 3/4/2022 5:44 AM DATE MODIFIED: 3/4/2022 5:45 AM 48. Describe the role of the group leader in Adlerian therapy and the personality characteristics that are needed by Adlerian group therapists. ANSWER: Answers will vary but may include the following: Adlerian group leaders promote an egalitarian, person-to-person relationship, which is basic

to the Adlerian approach to groups. Group leaders serve as models for the members, who often learn more from what leaders do in the group than from what they say. The role of the Adlerian therapist is to help group members become aware of their faulty worldview and to educate them into a healthier view that will result in corresponding changes in feelings and behaviors. A number of specific personal attributes are essential for Adlerian group counselors and are prerequisites for effectively fulfilling their role and function in a group. Some of these characteristics include presence, self-confidence, demonstrating the courage to be imperfect, willingness to take risks, acceptance, caring, willingness to model, collaborative spirit, sense of humor, listening for purposes and motives, encouraging, and a belief in the usefulness of the group process. For optimum results, group leaders need to have a clear sense of their own identity, beliefs, and feelings. They must also be aware of the basic conditions essential for the growth of the group members. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 7.4 - Describe leader characteristics associated with establishing and maintaining cohesive relationships with members. DATE CREATED: 3/4/2022 5:46 AM DATE MODIFIED: 3/4/2022 5:47 AM 49. Explain the role of the family in Adlerian therapy.. ANSWER: Answers will vary but may include the following ideas: Adlerians place great emphasis on family processes, which play a significant role in the development of the personality during childhood. The climate of relationships among family members is known as the family atmosphere. The family constellation is the social configuration of the family group, the system of relationships in which self-awareness develops. This system includes and is maintained by the individual, the parents and siblings, and any others living in the household. Children incorporate many of the personal characteristics of their parents, and they learn a great deal about life by observing and interacting with their parents. Dreikurs takes the position, however, that sibling relationships are more influential in personality development than relationships between children and parents. In addition, the meaning that people give to their own position in the family constellation and the positions of their siblings are more important than the actual chronological ages of the siblings. The personality characteristics of each person in the family, the emotional bonds between family members, the size of the family, and the sex of the siblings are all factors in the family constellation. The child’s position and role in the family influence later personality development. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 5:47 AM DATE MODIFIED: 3/4/2022 5:48 AM

50. Describe the phenomenological orientation of Adlerian therapy and discuss its importance. ANSWER: Answers will vary but may include the following: Adler was perhaps the first major theorist to stress a phenomenological orientation toward therapy that pays attention to the subjective fashion through which people perceive their world. This personal perspective includes the individual’s views, beliefs, perceptions, and conclusions. From the Adlerian perspective, objective reality is less important than how we interpret reality and the meanings we attach to what we experience. Adlerians strive to understand the world from the client’s vantage point and the unique ways that a client perceives the world. Humans are creative beings who decide on their actions based on their subjective perceptions. In the group, members can test their subjective experience, and others in the group may validate or disagree with this worldview. The subjective orientation is often most available in the early stages of the group when members begin to tell the story of what brings them to therapy. It is during this time that Adlerians will rely on empathy and active listening as well as using skills that help to develop each person’s subjective views. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 7.1 - Describe these key concepts of the Adlerian approach: teleology, purposeful and goal-oriented behavior, inferiority and superiority, subjective view of reality, unity of personality, lifestyle, early recollections, family constellation, and encouragement. DATE CREATED: 3/4/2022 5:48 AM DATE MODIFIED: 3/4/2022 5:49 AM

Chapter 08: Psychodrama in Groups 1. Classical psychodrama is best described by which of the following? a. psychoanalytic in orientation b. focused on the past c. a behavioral method d. a client-centered approach ANSWER: d RATIONALE: Classical psychodrama involves a group setting, is client-centered, and is a complex and intense method that requires 2 or more hours of group work. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 5:53 AM DATE MODIFIED: 3/4/2022 5:55 AM 2. Which approach is an intense activity focusing on a single individual but returning to the group-as-a-whole for processing? a. Classical psychodrama b. Jungian psychodrama c. Neo-Freudian psychodrama d. Moreno’s expressive arts therapy ANSWER: a RATIONALE: Classical psychodrama is an intense process that involves warming up the group, selecting the main player, warming up and working with the client as the main player, returning to a deeper involvement of the group-as-a-whole, and sharing this experience. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 5:55 AM DATE MODIFIED: 3/4/2022 5:57 AM 3. The psychodrama method emphasizes which of the following? a. spontaneity and creativity b. an intellectual understanding of the causes of conflicts c. a way of challenging irrational beliefs d. understanding life scripts ANSWER: a RATIONALE: Psychodrama promotes spontaneity and creativity. One of Moreno’s significant insights is that the best way to promote creativity is through spontaneous exploratory activities; doing activates the imagination and intuition. Moreno’s use of spontaneity stands out because so

many of life’s activities tend to inhibit spontaneity. Moreno sought to reverse this trend by creating contexts and activities that would maximize the courage to improvise. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 5:57 AM DATE MODIFIED: 3/8/2022 2:43 AM 4. According to Moreno, spontaneity training is useful for which of the following purposes? a. freeing an individual from limiting scripts b. providing members with a new understanding of their problems c. providing a here-and-now focus d. allowing minimal expression of feelings ANSWER: a RATIONALE: Moreno developed methods for training spontaneity aimed at freeing people from limiting “scripts” and rigid and stereotyped responses. He considered spontaneity training to be a prime way of enabling people to meet new situations from a fresh perspective. POINTS: 1 REFERENCES: Key Concepts Role and Functions of the Psychodrama Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:01 AM DATE MODIFIED: 3/4/2022 6:04 AM 5. In psychodrama, the past is dealt with in which way? a. by dwelling on causal factors of current problems. b. by bringing it into the present to be relived c. by talking about possible reasons for feelings. d. by acting out a possible future experience. ANSWER: b RATIONALE: A basic tenet of psychodrama is that reliving and reexperiencing a scene from the past gives participants both the opportunity to examine how that event affected them at the time it occurred and a chance to deal differently with the event now. By replaying a past event “as if” it were happening in the present, the individual is able to assign new meaning to it. Through this process, the client works through unfinished business and reframes that earlier situation. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the

DATE CREATED: DATE MODIFIED: 6.

present, tele, surplus reality, catharsis and insight, and reality testing. 3/4/2022 6:04 AM 3/4/2022 6:06 AM

How is catharsis a part of psychodrama? a. Pent-up feelings are not dealt with. b. Catharsis is neither necessary nor desirable. c. Catharsis occurs naturally as a part of the experience. d. Catharsis is useful only after members have gained objectivity. ANSWER: c RATIONALE: Catharsis often accompanies the experiential aspect of therapy, and it is a natural part of the psychodramatic process, but it is not in itself a goal. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:06 AM DATE MODIFIED: 3/4/2022 6:08 AM 7. According to Moreno, a psychodrama leader functions as which of the following? a. producer b. actor c. cinematographer d. scriptwriter ANSWER: a RATIONALE: According to J. L. Moreno, the psychodrama leader has the role of producer, catalyst/facilitator, and observer/analyzer. POINTS: 1 REFERENCES: Role and Functions of the Psychodrama Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.2 - Explain the role and functions of the psychodrama group leader. DATE CREATED: 3/4/2022 6:08 AM DATE MODIFIED: 3/4/2022 6:10 AM 8. How should the protagonist be picked in a psychodrama? a. No one should “pick” them, they should volunteer b. The protagonist isn’t picked, they naturally emerge c. The protagonist should be randomly selected d. The director should help pick the protagonist ANSWER: d RATIONALE: Directors help in the selection of the protagonist and then decide which of the special psychodramatic techniques is best suited for the exploration of the person’s problem. POINTS:

REFERENCES: Role and Functions of the Psychodrama Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.2 - Explain the role and functions of the psychodrama group leader. DATE CREATED: 3/4/2022 6:10 AM DATE MODIFIED: 3/4/2022 6:12 AM 9. Which of the following best describes the protagonist in a psychodrama? a. the person whose issue is being explored b. the symbolic figure in a member’s life that antagonizes the member c. the group member who serves as an alter-ego d. the director when he or she is role-playing with the member who is working ANSWER: a RATIONALE: The protagonist, or main player, is the focus of the psychodramatic enactment—the one who presents a problem to be explored. POINTS: 1 REFERENCES: The Basic Elements of Psychodrama QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 6:12 AM DATE MODIFIED: 3/4/2022 6:14 AM 10. The auxiliary ego is best described by which of the following? a. a group member who plays symbolic roles. b. an inner part of the member that is in conflict. c. the person who is chosen to work on a conflict. d. played at all times by the director. ANSWER: a RATIONALE: Auxiliary egos, often simply called “auxiliary,” “auxiliaries,” or “supporting players,” are those in the group other than the protagonist and the director who take part in the psychodrama, usually by portraying the roles of significant others in the life of the protagonist. POINTS: 1 REFERENCES: The Basic Elements of Psychodrama QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 6:14 AM DATE MODIFIED: 3/4/2022 6:16 AM 11. According to Moreno, psychodrama benefits which of the following group members? a. only the protagonist b. the protagonist and auxiliaries c. the protagonist and director d. the whole group

ANSWER: RATIONALE:

d Psychodrama benefits the whole group, not just the protagonist and auxiliaries. Almost always some group members find a particularly moving resonance in the enactment, identifying with either the protagonist or one of the other roles. Usually, group members feel at least some empathy, and they can experience a release of their own feelings through their identification with others; they thus gain insight into some of their own interpersonal conflicts. These other group members (the audience) provide valuable support and feedback to the protagonist. POINTS: 1 REFERENCES: The Basic Elements of Psychodrama QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 6:16 AM DATE MODIFIED: 3/4/2022 6:18 AM 12. Which of the following is considered a key aspect of gaining closure in psychodrama? a. participants getting to act as drama critics b. the director summarizing what they themselves thought c. pushing people beyond the level to which they want to work d. shedding the roles through debriefing ANSWER: d RATIONALE: Closure involves providing all who were involved in a psychodrama with an opportunity to talk about how they were affected and what they learned. A key aspect of closure is the process of shedding the roles (debriefing) of the main player and auxiliaries. POINTS: 1 REFERENCES: Phases of the Psychodrama Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 6:18 AM DATE MODIFIED: 3/4/2022 6:20 AM 13. Psychodrama is based on the premise that the best way to promote creativity is through which of the following? a. rigorous thought experiments b. brainstorming sessions c. spontaneous exploratory activities d. shame-attacking exercises. ANSWER: c RATIONALE: Moreno was unique in his belief that a major function of the therapeutic process is to promote the client’s creativity in exploring life, expanding oneself, and in coping with life. Creativity often emerges best not from careful, reasoned planning but as surges of inspired action, and creativity is often generated through active experimentation. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:21 AM DATE MODIFIED: 3/8/2022 12:42 AM 14. According to the text, which of the following techniques is the most useful for helping members clarify and prioritize their values? a. The mirror technique b. The magic shop c. The double technique d. Future projection ANSWER: b RATIONALE: The magic shop technique involves imagining and “creating” a shop that has many bottles and other exotic containers on the various shelves, each containing a different kind of personal quality. These qualities in their imagined containers can be obtained like magic wishes, but only if there is an exchange for some other quality that the protagonist already possesses. The magic shop technique may be useful for protagonists who are unclear about what they value, who are confused about their goals, or who have difficulty assigning priorities to their values. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.7 - Define these techniques as they are used in psychodrama: double, soliloquy, empty chair, mirror technique, and magic shop. DATE CREATED: 3/4/2022 6:23 AM DATE MODIFIED: 3/8/2022 2:45 AM 15. Which term is used in psychodrama for the two-way flow of feeling between people? a. tele b. rapport c. surplus reality d. insight ANSWER: a RATIONALE: Tele is a two-way flow of feelings between people and is Moreno’s term for a dynamic similar to rapport. He calls it a “feeling of individuals into one another, the cement which holds groups together.” POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:25 AM DATE MODIFIED: 3/4/2022 6:27 AM 16. The technique in which a protagonist speaks directly to the audience is called which of the following? a. the mirror technique

b. projection c. soliloquy d. role reversal ANSWER: RATIONALE:

c At times protagonists are asked to imagine themselves in a place alone where they can think out loud (soliloquize). The director may ask a protagonist to stop the action at some point, turn aside, and express whatever the protagonist is feeling at the moment. Like the doubling technique, the soliloquy describes what the protagonist may be thinking and feeling but not verbally expressing. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.7 - Define these techniques as they are used in psychodrama: double, soliloquy, empty chair, mirror technique, and magic shop. DATE CREATED: 3/4/2022 6:27 AM DATE MODIFIED: 3/4/2022 6:28 AM 17. The third phase of a psychodrama consists of which of the following? a. sharing what was observed during the action period and discussion. b. encouraging a protagonist to act out a conflict. c. the leader’s giving an interpretation of the dynamics of behavior. d. some type of nonverbal exercise. ANSWER: a RATIONALE: The third phase of psychodrama involves sharing and discussion. After a scene is enacted, the psychodrama leader invites all the group members to express how the enactment affected them personally. Audience members often have strong emotional reactions to the protagonist’s work. Those who took roles as auxiliaries may share in two ways. First, they may be encouraged to share what they found themselves feeling or thinking in their roles. Second, they can share something from their own life that was touched by the enactment. POINTS: 1 REFERENCES: Phases of the Psychodrama Process QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 6:29 AM DATE MODIFIED: 3/4/2022 6:33 AM 18. When the protagonist slips into narrating, or begins to talk about a problem, the director should do which of the following? a. steers the protagonist into action by asking they to show what happened rather than telling it b. prompts other members to get involved in order to steer the protagonist away from providing a lengthy description of the problem c. politely dismisses him or her and asks another member to assume the role of protagonist d. allows this group member to speak without interrupting him or her ANSWER: a RATIONALE: When the protagonist (group member) slips into narrating, or begins to talk about a problem, the director steers the protagonist into action by saying, “Don’t tell me about it, show me

what happened, as if it’s happening now” or “Show me frustrated, show me angry.” A member may be asked to “Show us what happened when you were a young child and you found out your parents were divorcing” POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:33 AM DATE MODIFIED: 3/4/2022 6:36 AM 19. Which term is used in psychodrama to refer to connecting to another person in a meaningful way? a. Bonding b. Encounter c. Lifestyle d. Spontaneity ANSWER: c RATIONALE: An encounter occurs when individuals connect with one another in a meaningful and authentic way. This encounter occurs in the context of the here-and-now, regardless of whether the enactment relates to a past event or to an anticipated future event. It involves both directness of communication and self-disclosure. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:37 AM DATE MODIFIED: 3/8/2022 2:45 AM 20. Psychodrama is rooted in which theory? a. gestalt theory b. role theory c. existentialism d. phenomenology ANSWER: b RATIONALE: Moreno’s role theory taught that we are all improvisational actors on the stage of life, creating our parts without scripts. By thinking of our behavior patterns as roles in a drama, we are encouraged to bring a measure of reflection to the task, much as an actor stands back during rehearsal and considers how best to play the role assigned. We can go further and question which roles we want to take on or which roles are to be played out. More than merely performing social roles, we are able to actively modify certain roles. Indeed, we have the capacity to break out of roles when we discover that they no longer serve us. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:39 AM DATE MODIFIED: 3/4/2022 6:40 AM 21. A psychodrama encounter is best described by which of the following? a. a full encounter that directly leads to improved relationships in the protagonist’s life b. not a full encounter because an auxiliary plays a role of the significant other c. almost always of greater therapeutic benefit to the auxiliaries than to the protagonist d. less effective than reporting an event to other members ANSWER: b RATIONALE: A psychodrama encounter is not a full encounter because the protagonist is encountering the significant other as portrayed by an auxiliary. In that sense, it is an incomplete encounter, whereas a complete encounter involves two protagonists meeting “eye to eye, face to face,” as Moreno explained in his works. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:40 AM DATE MODIFIED: 3/4/2022 6:43 AM 22. The ventilation of stored-up feelings is best described by which of the following? a. breaking out b. breaking down c. working through d. catharsis ANSWER: d RATIONALE: Catharsis is the expression of stored-up feelings that are released by verbally and physically acting out an emotion-laden situation. Catharsis often accompanies the experiential aspect of therapy, and it is a natural part of the psychodramatic process, but it is not in itself a goal. Simply rediscovering buried emotions will not bring about healing; these feelings must be worked through for integration to occur POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:43 AM DATE MODIFIED: 3/8/2022 2:46 AM 23. What term did Moreno use to refer to the protagonist’s psychological reality? a. surplus reality b. internal reality

c. imagined reality d. affective reality ANSWER: RATIONALE:

a Moreno gave the name surplus reality to enactments that reflect the psychological world of the client apart from any concern for the limits of ordinary reality. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:44 AM DATE MODIFIED: 3/4/2022 6:46 AM 24. The most important issue in the warm-up phase of the psychodrama process is creating an atmosphere that fosters which of the following? a. spontaneity and involvement. b. specificity of behavioral goals. c. a regression to early childhood memories. d. an ability to critically evaluate one’s thoughts. ANSWER: a RATIONALE: In the psychodrama process, warming up consists of the initial activities required for a gradual increase in spontaneity and involvement. This is aimed at encouraging maximum involvement. It includes the director’s warm-up, establishing trust and group cohesion, identifying a group theme, finding a protagonist, and moving the protagonist onto the stage. POINTS: 1 REFERENCES: Phases of the Psychodrama Processt QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 6:46 AM DATE MODIFIED: 3/4/2022 6:48 AM 25. In psychodrama, which of the following exercises may be used when the person the protagonist wants to encounter is too threatening? a. doubling b. magic shop c. empty chair d. mirror technique ANSWER: c RATIONALE: In psychodrama, the empty chair represents a figure that is not present. It is used when an auxiliary ego may not be available for role reversal or when the actual person is too threatening to engage in an encounter. This technique is useful in bringing into consciousness the fantasies of what the “other” might be thinking or feeling. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.7 - Define these techniques as they are used in psychodrama: double, soliloquy, empty chair, mirror technique, and magic shop. DATE CREATED: 3/4/2022 6:48 AM DATE MODIFIED: 3/8/2022 2:47 AM 26. The primary goal of psychodrama is catharsis. a. True b. False ANSWER: False RATIONALE: Although psychodrama has been considered a therapy that works because of the catharsis it engenders, this may be somewhat misleading. It is not necessary for therapists to press for catharsis itself. Indeed, in many enactments this may even be contraindicated. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:50 AM DATE MODIFIED: 3/4/2022 6:51 AM 27. In psychodrama, reality testing refers to trying out new behaviors in the safety of the group. a. True b. False ANSWER: True RATIONALE: The psychodramatic group offers an opportunity to find out how others feel and what the results of certain behaviors might be. The group is like a laboratory that offers a relatively safe setting for reality testing, that is, trying out behaviors that may not generally be socially acceptable in “real-life” situations. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.1 - Define these key concepts of psychodrama: creativity, spontaneity, working in the present, tele, surplus reality, catharsis and insight, and reality testing. DATE CREATED: 3/4/2022 6:51 AM DATE MODIFIED: 3/4/2022 6:53 AM 28. The psychodrama leader acts as a producer. a. True b. False ANSWER: True RATIONALE: According to J. L. Moreno, the psychodrama director has the role of producer, catalyst/facilitator, and observer/analyzer. POINTS: 1

REFERENCES: Role and Functions of the Psychodrama Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.2 - Explain the role and functions of the psychodrama group leader. DATE CREATED: 3/4/2022 6:53 AM DATE MODIFIED: 3/4/2022 6:54 AM 29. The psychodrama director should recognize that a reluctant participant is simply resistant to dealing with their issues. a. True b. False ANSWER: False RATIONALE: One of the main skills of the director is recognizing the protagonist’s reluctance as insufficient warm-up rather than as “resistance.” POINTS: 1 REFERENCES: Role and Functions of the Psychodrama Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.2 - Explain the role and functions of the psychodrama group leader. DATE CREATED: 3/4/2022 6:57 AM DATE MODIFIED: 3/4/2022 6:58 AM 30. The main player in a psychodrama is called the star. a. True b. False ANSWER: False RATIONALE: The protagonist, or main player, is the focus of the psychodramatic enactment—the one who presents a problem to be explored. POINTS: 1 REFERENCES: The Basic Elements of Psychodrama QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 6:58 AM DATE MODIFIED: 3/4/2022 6:59 AM 31. The supporting players in a psychodrama are called auxiliaries. a. True b. False ANSWER: True RATIONALE: Auxiliary egos, often simply called “auxiliary,” “auxiliaries,” or “supporting players,” are those in the group other than the protagonist and the director who take part in the psychodrama, usually by portraying the roles of significant others in the life of the protagonist. POINTS: 1 REFERENCES: The Basic Elements of Psychodrama QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 7:00 AM DATE MODIFIED: 3/4/2022 7:01 AM 32. Acting out events as though they are taking place in the here-and-now is meant to increase group members’ their awareness of what they might now do. a. True b. False ANSWER: True RATIONALE: When participants in psychodrama enact anticipated events as though they were taking place in the here-and-now, they may achieve an increased awareness of their available options. POINTS: 1 REFERENCES: The Basic Elements of Psychodrama QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.4 - Explain the rationale for exploring members’ concerns in the here-and-now. DATE CREATED: 3/4/2022 7:01 AM DATE MODIFIED: 3/4/2022 7:02 AM 33. In psychodrama, even events from long ago are treated as though they are occurring in the here-and-now. a. True b. False ANSWER: False RATIONALE: The encounters in psychodramas are acted out in the context of the here-and-now, regardless of whether the enactment relates to a past event or to an anticipated future event. POINTS: 1 REFERENCES: The Basic Elements of Psychodrama QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.4 - Explain the rationale for exploring members’ concerns in the here-and-now. DATE CREATED: 3/4/2022 7:02 AM DATE MODIFIED: 3/4/2022 7:04 AM 34. In role reversal, the protagonist acts out the opposite of what occurred or what they think will occur. a. True b. False ANSWER: False RATIONALE: In role reversal the protagonist takes on the part of another personality portrayed in the drama. POINTS: 1 REFERENCES: Phases of the Psychodrama Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.5 - Describe how role reversal can be implemented in a group session in different ways. DATE CREATED: 3/4/2022 7:04 AM

DATE MODIFIED:

3/8/2022 2:49 AM

35. Role reversals can help the protagonist become more empathetic. a. True b. False ANSWER: False RATIONALE: An important function of role reversal is to encourage protagonists to empathize with a significant person in their life. POINTS: 1 REFERENCES: Phases of the Psychodrama Process QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.5 - Describe how role reversal can be implemented in a group session in different ways. DATE CREATED: 3/4/2022 7:05 AM DATE MODIFIED: 3/8/2022 2:50 AM 36. Future projection helps group members express their concerns about the future. a. True b. False ANSWER: True RATIONALE: Future projection brings an anticipated event into the present moment by acting it out so group members can express and clarify their concerns about the future. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.6 - Describe the value of future projection when assisting members in clarifying changes they want to make. DATE CREATED: 3/4/2022 7:06 AM DATE MODIFIED: 3/4/2022 7:08 AM 37. The mirror technique encourages self-reflection. a. True b. False ANSWER: True RATIONALE: In the mirror technique, another member mirrors the protagonist’s postures, gestures, and words as they appeared in the enactment. The aim is to foster self-reflection. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.7 - Define these techniques as they are used in psychodrama: double, soliloquy, empty chair, mirror technique, and magic shop. DATE CREATED: 3/4/2022 7:08 AM DATE MODIFIED: 3/4/2022 7:09 AM 38. In psychodrama, the soliloquy involves expression of the protagonist’s thoughts.

a. True b. False ANSWER: RATIONALE:

True At times protagonists are asked to imagine themselves in a place alone where they can think out loud (soliloquize). The director may ask a protagonist to stop the action at some point, turn aside, and express whatever the protagonist is feeling at the moment. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.7 - Define these techniques as they are used in psychodrama: double, soliloquy, empty chair, mirror technique, and magic shop. DATE CREATED: 3/4/2022 7:09 AM DATE MODIFIED: 3/4/2022 7:10 AM 39. In Psychodrama, the empty chair technique encourages protagonists to consider what a significant other may be thinking or feeling. a. True b. False ANSWER: True RATIONALE: The empty chair represents a figure that is not present. It is used when an auxiliary ego may not be available for role reversal or when the actual person is too threatening to engage in an encounter. This technique is useful in bringing into consciousness the fantasies of what the “other” might be thinking or feeling. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.7 - Define these techniques as they are used in psychodrama: double, soliloquy, empty chair, mirror technique, and magic shop. DATE CREATED: 3/4/2022 7:11 AM DATE MODIFIED: 3/8/2022 2:51 AM 40. Psychodrama can be integrated into other theoretical frameworks. a. True b. False ANSWER: True RATIONALE: The action-oriented methods of psychodrama can be integrated into the framework of other group approaches. Increasing numbers of practitioners are creating their own synthesis of psychodramatic techniques within their theoretical orientation. POINTS: 1 REFERENCES: Evaluation of Psychodrama QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.8 - Identify some of the contributions and limitations of psychodrama. DATE CREATED: 3/4/2022 7:12 AM DATE MODIFIED: 3/8/2022 2:52 AM

41. Psychodrama is only suitable for work with groups, a. True b. False ANSWER: False RATIONALE: Psychodrama is ideally suited for groups, but it can be adapted to individual, couples, and family therapy as well. POINTS: 1 REFERENCES: Evaluation of Psychodrama QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.8 - Identify some of the contributions and limitations of psychodrama. DATE CREATED: 3/4/2022 7:13 AM DATE MODIFIED: 3/4/2022 7:14 AM 42. Psychodramatic methods can be adapted for use when clients’ cultures have taught them not to share their feelings in front of others. a. True b. False ANSWER: True RATIONALE: If group members are very uncomfortable talking about personal issues, let alone displaying their emotions in front of others, some psychodrama techniques are most likely not appropriate. However, some of these techniques can be adapted to a problem-solving approach that makes use of cognitive and behavioral principles. It is possible to combine both didactic and experiential methods in structured groups with multicultural populations. POINTS: 1 REFERENCES: Applying Psychodrama With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.9 - Explain how psychodrama can be integrated with other approaches. DATE CREATED: 3/4/2022 7:15 AM DATE MODIFIED: 3/8/2022 2:54 AM 43. School children can effectively use classical psychodrama to learn essential interpersonal skills. a. True b. False ANSWER: False RATIONALE: Classical psychodrama is too intense for use with children and adolescents, but role playing can be very effective for developing psychosocial skills that are essential for adapting to contemporary life. POINTS: 1 REFERENCES: Applying Psychodrama to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.9 - Explain how psychodrama can be integrated with other approaches. DATE CREATED: 3/4/2022 7:17 AM DATE MODIFIED: 3/8/2022 2:54 AM

44. Psychodrama is particularly suitable for individuals with severe disturbances or acting out behaviors. a. True b. False ANSWER: False RATIONALE: Practitioners who use psychodrama need to exercise caution in working with people who manifest acting-out behaviors and individuals with serious disturbances or acting out behaviors. POINTS: 1 REFERENCES: Evaluation of Psychodrama QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.10 - Understand a few of the cautions when applying psychodrama in a group. DATE CREATED: 3/4/2022 7:18 AM DATE MODIFIED: 3/4/2022 7:19 AM 45. Training that includes supervised practice is particularly important in psychodrama. a. True b. False ANSWER: True RATIONALE: To minimize the limitations and potential problems that might be associated with psychodrama, those who practice psychodrama must have the necessary training and supervision in this approach. Simply reading about these techniques is not sufficient. Leveton warns about the irresponsible use of psychodramatic procedures. Ethical and skilled directors, Leveton says, are willing to devote the time necessary to develop their skills, and they have undergone a training program under the supervision of an experienced clinician. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 8.10 - Understand a few of the cautions when applying psychodrama in a group. DATE CREATED: 3/4/2022 7:19 AM DATE MODIFIED: 3/8/2022 2:55 AM 46. Discuss the use of psychodrama in schools. ANSWER: Answers will vary but may include the following: Psychodrama produces insight through action. It is designed to bring the underlying attitudes, thoughts, and emotions of individuals into consciousness and expression. Classical psychodrama is too intense for use with children and adolescents, but role playing can be very effective for developing psychosocial skills that are essential for adapting to contemporary life. Role playing is an experiential mode that involves active integration of the imaginative and emotional dimensions of human experience, and it is widely used in education from preschool to professional graduate programs. School groups are generally time limited and structured around a topical theme, and many of the techniques described in this the text can enliven the work of both children and adolescents. POINTS: 1 REFERENCES: Applying Psychodrama to Group Work in Schools QUESTION TYPE: Essay

HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 8.9 - Explain how psychodrama can be integrated with other approaches. DATE CREATED: 3/4/2022 7:20 AM DATE MODIFIED: 3/4/2022 7:21 AM 47. Define role training and describe its use. ANSWER: Answers will vary but should include the following: Role training involves a more systematic use of techniques such as replay, mirror, role reversal, and feedback and modeling from the group to help clients develop more skill and confidence in dealing with situations that had previously felt awkward or threatening. This is similar to behavioral rehearsal, a component of behavioral group therapy; however, the technique was developed by Moreno in the 1930s and it spread from there. Psychodrama methods are not used only to bring out emotions or even to foster insight. Sometimes they can be applied in the service of expanding or refining an individual’s role repertoire. Role training allows a person to experiment with new behaviors in the safety of the group. Protagonists have many opportunities for replaying a scene until they discover a response that fits them personally. They are given support, reinforcement, and feedback on the effectiveness of their new behaviors. As a part of working through a problem, the director typically focuses on acquiring and rehearsing specific interpersonal skills, which are often learned through the modeling of other members. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 8.7 - Define these techniques as they are used in psychodrama: double, soliloquy, empty chair, mirror technique, and magic shop. DATE CREATED: 3/4/2022 7:22 AM DATE MODIFIED: 3/8/2022 12:48 AM 48. Identify one major strength and one main limitation of psychodrama. ANSWER: Answers will vary. Possible strengths include: • • • • • • •

Psychodrama can be integrated into the framework of other group approaches. Psychodrama offers a dynamic approach to life’s problems and provides members with alternative ways of coping with their concerns. Psychodrama often produces cathartic experiences. Psychodrama supports the growing trend toward technical eclecticism in psychotherapy. Psychodrama is ideally suited for groups, but it can be adapted to individual, couples and family therapy as well. Psychodrama is characterized by evolution and has continued to develop with significant refinements in theory and practice.

Limitations may include the following: • •

Psychodrama is no panacea and it must be used with good judgment and in a balance with other group therapy skills.

• • • • • •

In classical psychodrama, one individual may consume the group’s attention for an entire 2-hour session. Practitioners who use psychodrama need to exercise caution in working with people who manifest acting-out behaviors and individuals with serious disturbances. As with other approaches to psychotherapy, it is important that leaders using the powerful methods of psychodrama also become aware of how their own personal problems and unmet needs might interfere with their professional functioning. Although group counselors who employ psychodramatic methods assume an active and directive role in facilitating a group, these methods will be most effective when the leader maintains the person-centered spirit. Research on the effectiveness of psychodrama has been limited, and few controlled studies have been attempted.

POINTS: 1 REFERENCES: Evaluation of Psychodrama QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 8.8 - Identify some of the contributions and limitations of psychodrama. DATE CREATED: 3/4/2022 7:23 AM DATE MODIFIED: 3/4/2022 7:24 AM 49. Describe the warm-up phase of a psychodrama. ANSWER: Answers will vary but may include the following: Warming up consists of the initial activities required for a gradual increase in involvement and spontaneity. This is aimed at encouraging maximum involvement. It includes the director’s warm-up, establishing trust and group cohesion, identifying a group theme, finding a protagonist, and moving the protagonist onto the stage. POINTS: 1 REFERENCES: Phases of the Psychodrama Process QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 8.3 - Describe the three phases of a psychodrama. DATE CREATED: 3/4/2022 7:24 AM DATE MODIFIED: 3/4/2022 7:25 AM 50. Discuss at least 3 considerations in the use of psychodrama with culturally diverse groups. ANSWER: Answers will vary but may include the following: If group members are very uncomfortable talking about personal issues, let alone displaying their emotions in front of others, some psychodrama techniques are most likely not appropriate. However, some of these techniques can be adapted to a problem-solving approach that makes use of cognitive and behavioral principles. It is possible to combine both didactic and experiential methods in structured groups with multicultural populations. All psychodrama techniques do not have to be used to elicit emotions and to encourage members to express and explore their feelings. Role-playing techniques can be productively adapted to structured situations dealing with trying on a new set of specific behaviors. For those

members who have grave cultural injunctions against talking about their family in a group, role playing that involves “talking” to their mother or father may be met with reluctance. This reluctance can be lessened with adequate warm-up procedures and by creating a sufficient level of trust and safety. The leader should fully explore the clients’ cultural values and any hesitation to participate in certain techniques. This demands a high level of training and skill on the leader’s part. It is easy to see that an untrained and culturally unaware leader could make group interventions that are counterproductive. POINTS: 1 REFERENCES: Applying Psychodrama With Multicultural Populations QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 8.9 - Explain how psychodrama can be integrated with other approaches. DATE CREATED: 3/4/2022 7:25 AM DATE MODIFIED: 3/4/2022 7:26 AM

Chapter 09: The Existential Approach to Groups 1. Which of the following is a basic assumption of the existential approach? a. humans are free but not responsible for their actions b. humans tend to be determined by external forces c. early influences shape and determine the contemporary person d. humans cannot escape from their freedom to make choices ANSWER: d RATIONALE: A basic existential theme is that we are self-determining beings, free to choose among alternatives and therefore responsible for directing our life and shaping our destiny. Although we are thrust into the world, the existentialist view is that how we live and what we become are the result of our own choices. However, much we might want to escape the freedom to make choices, we cannot POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:12 AM DATE MODIFIED: 3/7/2022 4:13 AM 2. Which of the following is one of the four essential aims of existential humanistic therapy? a. to help clients identify and dispute their faulty cognitions b. to assist clients in identifying and overcoming their early conflicts c. to challenge clients to assume responsibility for designing their present lives d. to encourage clients to focus on their behaviors and eliminate dysfunctional ones ANSWER: c RATIONALE: Schneider and Krug identify four essential aims of existential-humanistic therapy: (1) to help clients cultivate presence to both themselves and others; (2) to assist clients in identifying ways they block themselves from fuller presence; (3) to challenge people to assume responsibility for designing their present life; and (4) to encourage individuals to choose more expanded ways of being in daily life. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:14 AM DATE MODIFIED: 3/7/2022 4:15 AM 3. An existential group is likely to include which of the following goals? a. to adjust members to the demands of society b. to create a plan for the rest of their lives c. to help members expand self-awareness

d. to free members from existential anxiety ANSWER: c RATIONALE: The capacity for self-awareness separates us from other animals and enables us to make free choices. The greater our awareness, the greater our possibilities for freedom. Thus, one of the goals of existential therapy is to expand self-awareness. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:15 AM DATE MODIFIED: 3/7/2022 4:16 AM 4. What does an existential group typically focus on? a. here-and-now forces within the group b. unresolved conflicts that have been repressed in childhood c. techniques designed to assist members in reaching catharsis d. measuring the observable outcomes of a group ANSWER: a RATIONALE: Members of existential groups are asked to stay in the here-and-now as much as possible as they express their feelings and receive understanding. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:17 AM DATE MODIFIED: 3/7/2022 4:18 AM 5. What of the following statements best describes the importance of self-awareness for group practice? a. that repression is a strong factor in human behavior b. that humans tend to shy away from awareness of themselves c. that awareness of the causes of one’s problems provides the key to resolving these problems d. that through self-awareness members are confronted with the responsibility to direct their lives ANSWER: d RATIONALE: In group work, the basic existential goal of expanding self-awareness and thereby increasing the potential for choice is pursued by helping members discover their unique “being-in-theworld.” By asking key questions, participants seek to define themselves and become aware of the central dimensions of their existence and recognize that they are responsible for directing their own lives. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:18 AM DATE MODIFIED: 3/7/2022 4:20 AM 6. What does the existential concept of freedom imply for group members? a. they are free to be whatever they want to be. b. they are free and have no restrictions. c. they have freedom of options to determine their own destinies. d. they have freedom but freedom reduces their flexibility. ANSWER: c RATIONALE: Existentialism asserts that people have the freedom to become (that is, to choose their own destinies) within the context of natural and self-imposed limitations. The members of an existential group are confronted over and over again with the fact that they cannot escape from freedom and that they are responsible for their existence. POINTS: 1 REFERENCES: Key Concepts Evaluation of the Existential Approach to Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:20 AM DATE MODIFIED: 3/7/2022 4:23 AM 7. According to your text, who is credited with using the concepts of existentialism to develop an approach to psychotherapy? a. Jean-Paul Sartre b. Rollo May c. Martin Heidegger d. Søren Kierkegaard ANSWER: b RATIONALE: Rollo May brought existential thinking from Europe and translated key concepts into psychotherapeutic practice in the United States. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:23 AM DATE MODIFIED: 3/7/2022 4:24 AM 8. How do existentialists view death?

a. it renders us irrevocably hopeless b. it makes life less meaningful c. it gives meaning to every moment d. it creates an existential vacuum ANSWER: c RATIONALE: The existential therapist considers death as essential to the discovery of meaning and purpose in life. Life has meaning precisely because it must end, and life is enhanced when we take seriously the reality of the life we do have. The reality of our finiteness can stimulate us to look at our priorities and to ask what we value most. The present is precious because it is all we really have. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.3 - Understand how the reality of death can be a catalyst for taking actions resulting in an increased sense of purpose. DATE CREATED: 3/7/2022 4:25 AM DATE MODIFIED: 3/7/2022 4:26 AM 9. What is the function of the leader in an existential group? a. to challenge each member to transform themself b. to explore the member’s past history c. to challenge each member to remain the same d. to assist the member in exploring their ego functions ANSWER: a RATIONALE: According to Schneider and Krug, existential-humanistic therapists assist clients in addressing their concerns, not just behaviorally and intellectually but experientially, by maximizing their capacity to transform themselves. To achieve these aims, existential practitioners draw upon existential conditions through which experiential liberation and profound transformation can take root. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:44 AM DATE MODIFIED: 3/7/2022 4:46 AM 10. Which of the following most accurately states an existential position? a. the simple fact that we are human gives life meaning. b. we must create our own meaning in life. c. meanings is derived from our occupations. d. there is no real meaning to life. ANSWER: b RATIONALE: The struggle for a sense of significance and purpose in life is a distinctly human

characteristic. We have the capacity to cultivate meaning and awe in our lives. We search for meaning and personal identity, and we raise existential questions. Meaning in life is an ongoing process we struggle with throughout our life: What provides meaning one day may not provide meaning the next, and what has been meaningful to a person throughout life may be meaningless when a person is on their deathbed. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.2 - Explain how the search for meaning is a central theme in existential group work. DATE CREATED: 3/7/2022 4:48 AM DATE MODIFIED: 3/7/2022 4:49 AM 11. To an existentialist, authenticity consists of which of the following? a. making the right choices b. living by the expectations of significant others c. having the capacity to cultivate meaning d. Being true to ourselves ANSWER: d RATIONALE: Authenticity involves claiming authorship—taking responsibility for our actions and the way we are living. Briefly put, it means being true to ourselves. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:50 AM DATE MODIFIED: 3/7/2022 4:51 AM 12. Which of the following is one of the four givens of existence addressed by Yalom’s existential psychotherapy? a. resistance b. meaninglessness c. transference d. experiencing feelings ANSWER: b RATIONALE: Yalom’s existential psychotherapy addresses four “givens of existence,” or ultimate human concerns: freedom and responsibility, existential isolation, meaninglessness, and death. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity.

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3/7/2022 4:52 AM 3/7/2022 4:53 AM

13. Existential psychotherapy typically involves asking which type of questions? a. logical b. deep c. past-oriented d. the miracle question ANSWER: b RATIONALE: Existential psychotherapy involves asking deep questions about the nature of anxiety, despair, grief, loneliness, isolation, and anomie POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 4:53 AM DATE MODIFIED: 3/7/2022 4:55 AM 14. How do existential psychotherapists conceptualize the use of techniques? a. techniques should be viewed as tools used in understanding members. b. techniques are specified to bring about change. c. techniques interfere with the therapeutic process. d. techniques imply a loss of faith in the client’s ability to find his or her own way. ANSWER: a RATIONALE: Existential therapy does not focus on applying problem-solving techniques to the complex task of authentic living, nor does it aim to cure people in the traditional medical sense. Although existentially oriented group practitioners may incorporate many techniques from other models, these interventions are made within the context of striving to understand the subjective world of the members. POINTS: 1 REFERENCES: Key Concepts Application: Therapeutic Techniques and Procedures Applying the Existential Approach to Group Work in Schools QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.4 - Explain how techniques from diverse theories can be incorporated into a group that rests on existential principles. DATE CREATED: 3/7/2022 4:55 AM DATE MODIFIED: 3/7/2022 4:59 AM 15. Which of the following techniques is considered essential in the existential group? a. script analysis b. role playing c. the use of fantasy

d. no specific techniques are essential ANSWER: d RATIONALE: While some techniques are associated with existential therapy, not particular technique is considered essential and all techniques are used in service of understanding the subjective world of group members. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.4 - Explain how techniques from diverse theories can be incorporated into a group that rests on existential principles. DATE CREATED: 3/7/2022 4:59 AM DATE MODIFIED: 3/7/2022 5:04 AM 16. In an existential group, what would the leader be most likely to do? a. challenge members to become aware of their choices b. draw upon highly dramatic group techniques c. aim for a catharsis for each group member d. urge members to get rid of guilt and anxiety ANSWER: a RATIONALE: Bugental sees the main task of existential therapy as being to increase both the range and the depth of clients’ awareness. He adds that a therapist’s function is to display to clients the ways in which they constrict their awareness and the cost of such constrictions. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 5:05 AM DATE MODIFIED: 3/7/2022 5:09 AM 17. The existential approach broadly falls under which of the following movements? a. the experiential and relationship-oriented therapies b. the new wave c. insight therapies with a psychoanalytic orientation d. cognitive therapies ANSWER: a RATIONALE: While existential therapy does not “belong” to a particular school of psychology, it emphasizes both experiential and relationship-oriented approaches. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life,

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death anxiety, death and nonbeing, and authenticity. 3/7/2022 5:09 AM 3/7/2022 5:11 AM

18. Which of the following is true of anxiety from an existential perspective? a. anxiety is the root of most serious personality problems. b. anxiety can help in living a more authentic life. c. anxiety is uncommon and a result of personality abnormalities. d. anxiety must be eliminated for clients to be truly and fully human. ANSWER: b RATIONALE: Existential therapists view anxiety as providing potentially instructive signals that can assist individuals to live more authentically. Existential anxiety is the unavoidable product of being confronted with the givens of existence: death, freedom, existential isolation, and meaninglessness POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 5:11 AM DATE MODIFIED: 3/7/2022 5:12 AM 19. One of the aims of existential therapy is to challenge people to stop deceiving themselves in regards to which of the following? a. the kind of friends with whom they are associating b. their early childhood experiences c. the role they play in shaping their own lives d. their psychodynamic fixations ANSWER: c RATIONALE: Yalom and Josselson contend that the group provides the optimal conditions for therapeutic work on personal responsibility. Members are responsible for the interpersonal position they assume in the group, which also provides a glimpse of how they behave in real-life situations. Through feedback, members learn to see themselves through others’ eyes, and they learn how their behavior affects others. Building on these discoveries, members can take responsibility for making changes in their everyday lives. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 5:12 AM DATE MODIFIED: 3/7/2022 5:15 AM 20. How does existentialism view the significance of our existence?

a. it changes over time b. it is irrelevant to daily life c. it is established through relationships d. it is fixed by our inherent abilities ANSWER: a RATIONALE: The existential view is that the significance of our existence is never fixed once and for all; instead, we continually re-create ourselves through our projects. Being a person implies that we are discovering and making sense of our existence. We continually question ourselves, others, and the world. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 5:15 AM DATE MODIFIED: 3/7/2022 5:17 AM 21. According to existentialism, which of the following separates us from animals? a. neurosis b. homeostasis c. self-awareness d. self-absorption ANSWER: c RATIONALE: The capacity for self-awareness separates us from other animals and enables us to make free choices. The greater our awareness, the greater our possibilities for freedom. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 5:17 AM DATE MODIFIED: 3/7/2022 5:46 AM 22. It is not uncommon for people to recount difficult circumstances or situations and say that there is nothing they can do because they have “no choice” in the matter. How would an existential therapist view this? a. as true and as something that should not be disputed by the therapist b. as probably true, but providing an opportunity to teach existential problem-solving skills c. as probably untrue but likely a necessary belief to help the person cope more effectively d. as untrue, because even in the most difficult of circumstances, we do have choices about some things. ANSWER: d RATIONALE: Viktor Frankl, an existential psychiatrist, stressed the relationship between freedom and responsibility and insisted that ultimate freedom can never be taken from us because we can at least choose our attitude toward any given set of circumstances. To support this statement,

Frankl drew from his own experiences in a German concentration camp, where the prisoners were stripped of every semblance of outward freedom. He contended that even in a situation of such extreme powerlessness, people can ultimately be their own master because the attitude they assume toward their suffering is of their own choosing: POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 5:46 AM DATE MODIFIED: 3/7/2022 5:48 AM 23. Why is existential therapy particularly useful in multicultural settings? a. it aides in the acculturation process b. it helps clients understand Western views of life c. it is highly structured and thus reassuring d. it is not rooted in the values of any particular culture ANSWER: d RATIONALE: The existential approach is particularly relevant for multicultural situations because it does not impose particular values and meanings; rather, it investigates the values and meanings of group members. POINTS: 1 REFERENCES: Applying the Existential Approach With Multicultural Populations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.8 - Understand how existential themes can enhance the exploration of multicultural concerns. DATE CREATED: 3/7/2022 5:48 AM DATE MODIFIED: 3/7/2022 5:55 AM 24. When using existential therapy in a group of children or adolescents, what should the therapist keep in mind? a. children and adolescents do struggle with many existential issues. b. the therapist should avoid the topic of death, as this is too anxiety-inducing. c. the therapist should not use existential methods, as they are too complex. d. children and adolescents should be encouraged to repress existential anxiety. ANSWER: a RATIONALE: Most key concepts of the existential approach have relevance for a wide variety of groups with both children and adolescents. Young people struggle with issues of freedom and responsibility, existential anxiety around the unpredictable nature of life, the reality of death, question the true purpose of their lives, and reflect on striving for authenticity. POINTS: 1 REFERENCES: Applying the Existential Approach to Group Work in Schools QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.7 - Explain how existential themes have relevance to children and adolescents in school

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settings. 3/7/2022 5:56 AM 3/7/2022 5:59 AM

25. Which of the following best describes one of the values of an existential approach? a. it exceptionally strong empirical support b. it views the therapist as an imposer of change c. it focuses on measurable behaviors d. it brought the person back into a central place ANSWER: c RATIONALE: The existential perspective is particularly important because it has brought the person back into a central place and because it addresses itself to the basic question of what it means to be human. POINTS: 1 REFERENCES: Evaluation of the Existential Approach to Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.10 - Identify some of the limitations of the existential approach to group work. DATE CREATED: 3/7/2022 5:59 AM DATE MODIFIED: 3/7/2022 6:03 AM 26. Existential therapy views people as both free and limited. a. True b. False ANSWER: True RATIONALE: The core existential position is that we are both free (willful, creative, expressive) and limited by environmental and social constraints. We are all subject to the deterministic forces of sociocultural conditioning and to the limitations imposed by our genetic endowment, but we are still able to choose based on our awareness of these limiting factors. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 6:04 AM DATE MODIFIED: 3/7/2022 6:06 AM 27. Existentialists view anxiety as inherently abnormal. a. True b. False ANSWER: False RATIONALE: Existential anxiety is a normal part of being human and involves confronting basic questions of existence. POINTS: 1 REFERENCES: Key Concepts

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 6:06 AM DATE MODIFIED: 3/7/2022 6:08 AM 28. The middle phase of the existential group focuses on an exploration of members’ values. a. True b. False ANSWER: True RATIONALE: During the middle phase of existential group counseling, the members are encouraged to more fully examine the source and authority of their present value system. This process of self-exploration typically leads to new insights and some restructuring of their values and attitudes. POINTS: 1 REFERENCES: Phases of an Existential Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 6:08 AM DATE MODIFIED: 3/7/2022 6:09 AM 29. According to existentialism, meaning is created only by enjoying our lives. a. True b. False ANSWER: False RATIONALE: There are many ways of creating meaning—through work, through loving, through suffering, or through doing for others. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.2 - Explain how the search for meaning is a central theme in existential group work. DATE CREATED: 3/7/2022 6:09 AM DATE MODIFIED: 3/7/2022 6:12 AM 30. Existentialists assert that death plays an essential role in finding meaning in life. a. True b. False ANSWER: True RATIONALE: The existential therapist considers death as essential to the discovery of meaning and purpose in life. Life has meaning precisely because it must end, and life is enhanced when we take seriously the reality of the life we do have.

POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.3 - Understand how the reality of death can be a catalyst for taking actions resulting in an increased sense of purpose. DATE CREATED: 3/7/2022 6:12 AM DATE MODIFIED: 3/7/2022 6:15 AM 31. When we accept the reality of our own death, we recognize that our individual actions are fundamentally unimportant. a. True b. False ANSWER: False RATIONALE: When we emotionally accept the reality of our mortality, we realize more clearly that our actions do count, that we do have choices, and that we must accept the ultimate responsibility for how we are living. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.3 - Understand how the reality of death can be a catalyst for taking actions resulting in an increased sense of purpose. DATE CREATED: 3/7/2022 6:15 AM DATE MODIFIED: 3/7/2022 6:17 AM 32. The individual client is at the heart of existential therapy. a. True b. False ANSWER: False RATIONALE: The therapeutic relationship is central in creating a climate that is conducive for group members to engage in an honest exploration of the way they are living. The therapeutic relationship is at the heart of existential practice. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.5 - Understand the unique emphasis placed on the therapeutic relationship in existential groups. DATE CREATED: 3/7/2022 6:17 AM DATE MODIFIED: 3/7/2022 6:19 AM 33. Existential therapists select interventions based on their understanding of human existence. a. True b. False ANSWER: True RATIONALE: The interventions therapists employ are based on philosophical views about the essential nature of human existence.

POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.4 - Explain how techniques from diverse theories can be incorporated into a group that rests on existential principles. DATE CREATED: 3/7/2022 6:19 AM DATE MODIFIED: 3/7/2022 6:21 AM 34. Because of their philosophic orientation, action-oriented methods are not well-suited to existential therapy. a. True b. False ANSWER: False RATIONALE: The techniques of action-oriented therapeutic approaches such as cognitive behavior therapy, rational emotive behavior therapy, reality therapy, and solution-focused brief therapy can be grounded on existential concepts. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.4 - Explain how techniques from diverse theories can be incorporated into a group that rests on existential principles. DATE CREATED: 3/7/2022 6:21 AM DATE MODIFIED: 3/7/2022 6:24 AM 35. The leader in an existential group is best seen as a mentor rather than an engineer. a. True b. False ANSWER: True RATIONALE: Because existential counseling is a philosophical investigation, Deurzen views the existential practitioner as a mentor in the art of living, one who is more of a sage than a brilliant technician. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.5 - Understand the unique emphasis placed on the therapeutic relationship in existential groups. DATE CREATED: 3/7/2022 6:24 AM DATE MODIFIED: 3/7/2022 6:25 AM 36. During the initial phase of existential therapy, group members focus on the changes they want to make. a. True b. False ANSWER: False RATIONALE: During the initial phase, group counselors assist the participants in identifying and clarifying their assumptions about the world. Group members are invited to define and question the

ways in which they perceive and make sense of their existence. They examine their values, beliefs, and assumptions to determine their validity. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.6 - Understand the applications of the existential approach to brief therapy in groups. DATE CREATED: 3/7/2022 6:26 AM DATE MODIFIED: 3/7/2022 6:29 AM 37. The final phase of existential group therapy focuses on putting what was learned into action. a. True b. False ANSWER: True RATIONALE: The final phase of existential group therapy focuses on helping members put what they are learning about themselves into action. The aim of a group experience is to empower the participants to implement their examined and internalized values in concrete ways. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.6 - Understand the applications of the existential approach to brief therapy in groups. DATE CREATED: 3/7/2022 6:30 AM DATE MODIFIED: 3/7/2022 6:33 AM 38. Because of its complexity, existential approaches are not well-suited to use with school children. a. True b. False ANSWER: False RATIONALE: The existential approach has a great deal to offer children and adolescents today because they face so many existential challenges. POINTS: 1 REFERENCES: Applying the Existential Approach to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.7 - Explain how existential themes have relevance to children and adolescents in school settings. DATE CREATED: 3/7/2022 6:34 AM DATE MODIFIED: 3/7/2022 6:36 AM 39. Crisis-oriented existential groups, like those formed in response to school shootings, explore the existential anxiety those events create. a. True b. False ANSWER: True RATIONALE: Exploring the existential anxiety surrounding the unknown is a main task of a group with a crisis-oriented focus.

POINTS: 1 REFERENCES: Applying the Existential Approach to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.7 - Explain how existential themes have relevance to children and adolescents in school settings. DATE CREATED: 3/7/2022 6:36 AM DATE MODIFIED: 3/7/2022 6:37 AM 40. Existential therapy focuses on the values and meanings of the dominant culture. a. True b. False ANSWER: False RATIONALE: The existential approach is particularly relevant for multicultural situations because it does not impose particular values and meanings; rather, it investigates the values and meanings of group members. In an individual’s search for a meaningful existence, spiritual values should be viewed as a potential resource. POINTS: 1 REFERENCES: Applying the Existential Approach With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.8 - Understand how existential themes can enhance the exploration of multicultural concerns. DATE CREATED: 3/7/2022 6:38 AM DATE MODIFIED: 3/7/2022 6:40 AM 41. Existential therapy is well-suited to Western but not to Eastern cultures. a. True b. False ANSWER: False RATIONALE: The existential approach emphasizes presence, the I/Thou relationship, and courage. As such, it can be effectively applied with diverse client populations with a range of specific problems and in a wide array of settings. POINTS: 1 REFERENCES: Applying the Existential Approach With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.8 - Understand how existential themes can enhance the exploration of multicultural concerns. DATE CREATED: 3/7/2022 6:40 AM DATE MODIFIED: 3/7/2022 6:42 AM 42. The existential approach explores what it means to be human. a. True b. False ANSWER: True

RATIONALE:

The existential approach puts the person in a central place and explores what it means to be human. This approach humanizes psychotherapy and reduces the chances of its becoming a mechanical process in the hands of technicians. POINTS: 1 REFERENCES: Evaluation of the Existential Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.9 - Evaluate the contributions and strengths of the existential approach to group therapy. DATE CREATED: 3/7/2022 6:42 AM DATE MODIFIED: 3/7/2022 6:44 AM 43. Existential therapy tends to have a fairly rigid approach. a. True b. False ANSWER: False RATIONALE: Because existentially oriented group leaders can draw from the techniques of most approaches to therapy, they can develop a highly flexible therapeutic style that is suitable for a variety of groups. POINTS: 1 REFERENCES: Evaluation of the Existential Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.9 - Evaluate the contributions and strengths of the existential approach to group therapy. DATE CREATED: 3/7/2022 6:45 AM DATE MODIFIED: 3/7/2022 6:46 AM 44. The concepts of existentialism are often quite concrete. a. True b. False ANSWER: False RATIONALE: Many existentialist concepts are quite abstract and difficult to apply in practice. Existential philosophers such as Kierkegaard, Heidegger, Nietzsche, and Sartre were not writing for group counselors and therapists. POINTS: 1 REFERENCES: Evaluation of the Existential Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.10 - Identify some of the limitations of the existential approach to group work. DATE CREATED: 3/7/2022 6:46 AM DATE MODIFIED: 3/7/2022 6:47 AM 45. Existential therapy is a particularly good fit with the priorities of managed care. a. True b. False ANSWER: False

RATIONALE:

Most of the existential themes considered in therapy would be viewed as being too abstract, complex, and amorphous to fit within a managed care context. POINTS: 1 REFERENCES: Evaluation of the Existential Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 9.10 - Identify some of the limitations of the existential approach to group work. DATE CREATED: 3/7/2022 6:47 AM DATE MODIFIED: 3/7/2022 6:49 AM 46. The existential approach to group is more of a perspective on human nature and an approach to understanding behavior than a “school of therapy.” With this in mind, explain how an existential practitioner views group counseling. ANSWER: Answers will vary but may include the following ideas: Existential therapy is ultimately a process of exploring the values and beliefs that give meaning to living. Existential therapists invite clients to take action that grows out of their honest appraisal of their life’s purpose. The therapist’s basic task is to encourage clients to consider what they are most serious about so they can pursue a direction in life. An existential group therapist accepts the premise that clients must play an active role in the therapeutic process and that they have the capacity to make well-informed choices about living. Group members create their own purpose in the group, and the preferences, beliefs, motivations, and expectations of members significantly influence outcomes. POINTS: 1 REFERENCES: Evaluation of the Existential Approach to Groups QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 9.10 - Identify some of the limitations of the existential approach to group work. DATE CREATED: 3/7/2022 6:49 AM DATE MODIFIED: 3/7/2022 6:50 AM 47. Identify and describe the basic goals of the existential group. ANSWER: Answers will vary but may include the following ideas: In an existential group, participants make a commitment to a lifelong journey of selfexploration with these goals: (1) enabling members to become truthful with themselves; (2) widening their perspectives on themselves and the world around them; (3) clarifying what gives meaning to their present and future life; (4) successfully negotiating and coming to terms with past, present, and future crises; and (5) understanding themselves and others better and learning better ways of communicating with others. An open attitude toward life is essential, as is the willingness to explore unknown territory. Group members are encouraged to begin listening to themselves and paying attention to their subjective experience. Attention is given to clients’ immediate, ongoing experience with the aim of helping them develop greater presence in their quest for meaning and purpose. This phenomenological self-searching emphasizes what members discover within their own stream of awareness when this stream is not directed by the therapist. To a large degree, the task of therapy is to help clients return to a position of openness to themselves, to their world, and to life itself. By openly sharing and exploring universal personal concerns,

members develop a sense of mutuality. The group becomes a place where people can be together in deeply meaningful ways. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 6:51 AM DATE MODIFIED: 3/7/2022 6:52 AM 48. Describe the existential concept of self-awareness. ANSWER: Answers will vary. But may include the following ideas: The capacity for self-awareness separates us from other animals and enables us to make free choices. The greater our awareness, the greater our possibilities for freedom. Schneider explains that the core existential position is that we are both free (willful, creative, expressive) and limited by environmental and social constraints. We are all subject to the deterministic forces of sociocultural conditioning and to the limitations imposed by our genetic endowment, but we are still able to choose based on our awareness of these limiting factors. According to May, regardless of how great the forces victimizing us are, we have the capacity to know that we are being victimized, which allows us to take a stand on this situation. Furthermore, through self-awareness we come to recognize the responsibility associated with the freedom to choose and to act. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 6:52 AM DATE MODIFIED: 3/7/2022 6:53 AM 49. Discuss the existential concepts of self-determination and personal responsibility. ANSWER: Answers will vary. But may include the following ideas: An important existential theme is that we are self-determining beings, free to choose among alternatives and therefore responsible for directing our life and shaping our destiny. Although we are thrust into the world, the existentialist view is that how we live and what we become are the result of our own choices. Our existence is a given, but we do not have, and cannot have, a fixed, settled “nature,” or “essence.” We are constantly faced with having to choose the kind of person we want to become, and as long as we live, we must continue to choose. Frankl stressed the relationship between freedom and responsibility and insists that ultimate freedom can never be taken from us because we can at least choose our attitude toward any given set of circumstances. POINTS: 1

REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 9.1 - Examine the key concepts and basic assumptions underlying this approach, including self-awareness, freedom and responsibility, intimacy and isolation, meaning in life, death anxiety, death and nonbeing, and authenticity. DATE CREATED: 3/7/2022 6:54 AM DATE MODIFIED: 3/7/2022 6:54 AM 50. Discuss the existential view of death as a significant variable in living fully. How are death and meaning in life related concepts? ANSWER: Answers will vary but may include the following ideas: The existential therapist considers death as essential to the discovery of meaning and purpose in life. Life has meaning precisely because it must end, and life is enhanced when we take seriously the reality of the life we do have. The reality of our finiteness can stimulate us to look at our priorities and to ask what we value most. The present is precious because it is all we really have. It is our temporal nature that makes us feel the urgency to do something with our life, to make a choice between affirming life by trying to become the person we are capable of becoming or allowing life to slip by us and eventually realizing that we’ve never given ourselves a chance to be different. Frankl believed that it is not how long we live but how we live that determines the quality and meaningfulness of our life. When we emotionally accept the reality of our mortality, we realize more clearly that our actions do count, that we do have choices, and that we must accept the ultimate responsibility for how we are living POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 9.3 - Understand how the reality of death can be a catalyst for taking actions resulting in an increased sense of purpose. DATE CREATED: 3/7/2022 6:55 AM DATE MODIFIED: 3/7/2022 6:56 AM

Chapter 10: The Person-Centered Approach to Groups 1. Which of the following best describes the basic assumption underlying the person-centered approach to groups? 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 self-actualization. ANSWER: d RATIONALE: Rogers believed in the formative tendency in nature, a central source of energy that seeks fulfillment and actualization and that both maintains and enhances the organism. Thus, he believed that people naturally move towards wholeness and self-actualization. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 11:06 AM DATE MODIFIED: 3/7/2022 11:07 AM 2. The underlying philosophy behind creative arts groups is that a safe and creative environment will allow participants to discover which of the following? a. the meaning of life b. their unconscious processes c. their genuine selves d. significant past conflicts ANSWER: c RATIONALE: The expressive arts group builds on the philosophy of the person-centered approach by creating a safe and creative environment that gives participants permission to shed their social masks and discover their genuine self. POINTS: 1 REFERENCES: Person-Centered Expressive Arts in Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.6 - Describe some principles of expressive arts therapy in a group setting. DATE CREATED: 3/7/2022 11:08 AM DATE MODIFIED: 3/7/2022 11:09 AM 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. the attitudes of the therapist including their empathy d. identifying errors in thinking that lead to pathology ANSWER: c RATIONALE: According to Rogers, the climate required to release our actualizing tendency is characterized by three primary attitudes of the therapist: genuineness (or congruence), unconditional positive regard (also called non-possessive warmth or acceptance), and

empathy. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 11:10 AM DATE MODIFIED: 3/7/2022 11:11 AM 4. Rogers questioned the validity of which of the following therapeutic procedures, which are widely used in other approaches? a. empathy b. genuineness c. unconditional positive regard d. giving advice ANSWER: d RATIONALE: Rogers questioned the validity of such widely used therapeutic procedures as diagnosis, interpretation, giving advice, making suggestions, and teaching. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 11:14 AM DATE MODIFIED: 3/7/2022 11:15 AM 5. A person-centered group counselor is best described as a which of the following? a. teacher. b. friend. c. judge. d. facilitator. ANSWER: d RATIONALE: The group leader is called a facilitator, which reflects the importance of interactions between group members and the leader’s ability to assist members in expressing themselves. Personcentered group facilitators use themselves as instruments of change in a group. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.2 - Describe the role and functions of the person-centered group facilitator. DATE CREATED: 3/7/2022 11:16 AM DATE MODIFIED: 3/7/2022 11:17 AM 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 personal qualities of a group leader d. analysis of underlying dynamics of behavior ANSWER: c RATIONALE: The person-centered approach emphasizes the personal qualities of the group facilitator rather than the techniques of leading. The primary function of the facilitator is to create an accepting and healing climate in the group. This therapy is best considered as a “way of being” rather than a “way of doing.” POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.2 - Describe the role and functions of the person-centered group facilitator. DATE CREATED: 3/7/2022 11:18 AM DATE MODIFIED: 3/7/2022 11:19 AM 7. Which of the following is considered to be a crucial factor in determining the outcome of the person-centered group? a. the leader’s technical skills b. the leader’s relationship with group members c. the leader’s knowledge of group dynamics d. the members’ willingness to think rationally ANSWER: b RATIONALE: Person-centered therapy places great emphasis on establishing a facilitative therapeutic relationship, which is itself the therapeutic technique and strategy. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.2 - Describe the role and functions of the person-centered group facilitator. DATE CREATED: 3/7/2022 11:20 AM DATE MODIFIED: 3/7/2022 11:21 AM 8. The concept of empathic understanding refers to the group leader’s ability to do which of the following? a. genuinely like the members b. feel exactly what the members are feeling c. objectively understand the dynamic of a member d. accurately sense the feelings and meanings of members ANSWER: d RATIONALE: Empathic understanding refers to accurately sensing the feelings and personal meanings members are experiencing. Rogers defined empathy as the capacity to see the world of another by assuming the internal frame of reference of that person. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness

DATE CREATED: DATE MODIFIED:

are fundamental to the process and outcome of therapy. 3/7/2022 11:22 AM 3/7/2022 11:26 AM

9. In person-centered therapy, congruence may also be described which of the following? a. empathy b. respect c. immediacy d. genuineness ANSWER: d RATIONALE: Person-centered therapists cultivate being genuine or congruent. Therapists must be present as themselves and perform their professional functions without hiding behind a professional role. What therapists express externally must be congruent with their inner experience, at least during the time of therapy. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 11:27 AM DATE MODIFIED: 3/7/2022 11:28 AM 10. Which of the following in most likely to occur in a 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 ANSWER: b RATIONALE: Rogers emphasized the importance of the facilitator’s listening to and understanding clients, and questioned the validity of other methods, some of which, like confrontation, he regarded as antithetical to the therapeutic relationship. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 11:28 AM DATE MODIFIED: 3/8/2022 1:27 AM 11. A person-centered therapist is most likely to do which of the following? a. diagnosis b. listen actively c. interpret motives d. educate ANSWER: b

RATIONALE:

Active listening involves not simply hearing the words that are being said, but consciously seeking to understand the meaning behind what is being said. POINTS: 1 REFERENCES: Evaluation of the Person-Centered Approach to Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.10 - Recognize the contributions and the limitations of the person-centered approach to groups. DATE CREATED: 3/7/2022 4:47 PM DATE MODIFIED: 3/7/2022 4:49 PM 12. What did Rogers call person-centered groups whose size reached from 75 to 800 people? a. person-centered villages b. large community groups c. person-centered retreats d. expressive arts camps ANSWER: b RATIONALE: Rogers and some of his colleagues initiated a new form of person-centered group known as the large community group. These groups, which included from 75 to 800 people, provided information useful in understanding even larger issues of multicultural and international relations. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 4:49 PM DATE MODIFIED: 3/7/2022 4:52 PM 13. Which of the following is a key principle in person-centered expressive arts? a. the role of a facilitator is to evaluate members’ art. b. most of us lack creativity, but artistic methods can be taught. c. the creative process is, in itself, profoundly healing. d. feelings and emotions use energy and are thus antithetical to creation. ANSWER: a RATIONALE: Natalee Rogers believed that creative process is healing. The expressive product supplies important messages to the individual. However, it is the process of creation that is profoundly transformative. POINTS: 1 REFERENCES: Person-Centered Expressive Arts in Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.6 - Describe some principles of expressive arts therapy in a group setting. DATE CREATED: 3/7/2022 4:52 PM DATE MODIFIED: 3/7/2022 4:54 PM

14. The key elements of a person-centered learning environment include which of the following? a. teachers place a great deal of emphasis on imparting information to students b. teachers assume responsibility for what students do and do not learn c. teachers emphasize the importance of formal evaluations d. teachers discover ingenious ways to help students learn. ANSWER: a RATIONALE: The key elements of a person-centered school environment include teachers being facilitators of learning rather than mainly giving information and discovering ingenious ways to help students learn and make decisions. POINTS: 1 REFERENCES: Applying the Person-Centered Approach to Group Work in Schools QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.7 - Understand how person-centered group play therapy can be appropriately applied when working with schoolchildren to help them process their interpersonal and intrapersonal concerns. DATE CREATED: 3/7/2022 4:55 PM DATE MODIFIED: 3/7/2022 4:56 PM 15. The conditions of genuineness, unconditional positive regard, and empathy are best described by the person-centered approach as which of the following? 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 d. sufficient but not necessary to produce changes in clients ANSWER: c RATIONALE: Carl Rogers taught that the core conditions for growth and healing are genuineness, unconditional positive regard, and empathy. He believed these conditions were both necessary and sufficient for change to occur. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 4:57 PM DATE MODIFIED: 3/7/2022 5:02 PM 16. Which of the following best describes 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 skills. ANSWER: b RATIONALE: Often called the “father of psychotherapy research,” Rogers was the first to study the counseling process in depth by analyzing the transcripts of actual therapy sessions; he was the first clinician to conduct major studies on psychotherapy using quantitative methods; and

he was the first to formulate a comprehensive theory of personality and psychotherapy grounded in empirical research. POINTS: 1 REFERENCES: Evaluation of the Person-Centered Approach to Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.10 - Recognize the contributions and the limitations of the person-centered approach to groups. DATE CREATED: 3/7/2022 5:03 PM DATE MODIFIED: 3/7/2022 5:04 PM 17. According to your text, the person-centered approach to therapy challenged which model of therapy? a. medical b. Gestalt c. sociocultural d. existential ANSWER: a RATIONALE: Rogers was a quiet revolutionary; his ideas challenged the medical model of traditional therapeutic approaches, and they continue to influence counseling practice today POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:05 PM DATE MODIFIED: 3/7/2022 5:06 PM 18. Which of the following is the best definition of empathy? 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 yours d. to feel sympathy ANSWER: c RATIONALE: Rogers defined empathy as the capacity to see the world of another by assuming the internal frame of reference of that person: “To sense the client’s private world as if it were your own but without ever losing the ‘as if ’ quality—this is empathy, and it seems essential to therapy.” POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:07 PM DATE MODIFIED: 3/7/2022 5:09 PM

19. The concept of unconditional positive regard is most closely associated with which factor? a. warmth b. trust c. congruence d. genuineness ANSWER: a RATIONALE: Unconditional positive regard involves accepting group members’ personal feelings without judgment and expressing respect and caring for group members. Associated with positive regard is an attitude of nonpossessive caring and warmth, which can be expressed in subtle ways such as through gestures, eye contact, tone of voice, and facial expression. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:09 PM DATE MODIFIED: 3/7/2022 5:11 PM 20. Which of the following statements captures Rogers’ perspective on group leadership styles? a. Rogers affirmed the value of a “top-down approach to therapy. b. Rogers felt that leaders ought to create exercised that facilitate catharsis. c. Rogers emphasized the importance of the facilitator-group member relationships. d. Rogers favored a group of specific, structured techniques. ANSWER: d RATIONALE: The person-centered approach emphasizes the relationship between the facilitator and group members as central to facilitating growth. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:12 PM DATE MODIFIED: 3/7/2022 5:14 PM 21. Rogers originally asserted that the core conditions for growth operate in which fashion? a. sequentially b. together c. intermittently d. independently ANSWER: b RATIONALE: When a group facilitator expresses genuineness, acceptance, and accurate empathy for group members and when members perceive these conditions, therapeutic personality change and growth are likely to occur. Rogers’s original conviction was that these core conditions work together rather than operating independently. POINTS: 1

REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:15 PM DATE MODIFIED: 3/7/2022 5:16 PM 22. Clients who participate in person-centered therapy often identify which of the following 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 ANSWER: a RATIONALE: Clients often identify “being understood” as one of the most helpful aspects of their therapy and express appreciation for being listened to carefully. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:16 PM DATE MODIFIED: 3/7/2022 5:18 PM 23. By valuing and accepting members’ experiences without conditions, group leaders do which of the following? a. increase client defensiveness b. promote comparisons among clients c. foster dependency in the therapeutic relationship d. enable clients to be more involved in their therapy ANSWER: d RATIONALE: By valuing and accepting members’ experiences without placing stipulations and expectations on this acceptance, group leaders reduce client defensiveness and enable clients to be more open to all their experiences and more involved in their therapy. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:18 PM DATE MODIFIED: 3/7/2022 5:20 PM 24. According to Rogers, “cracking of facades” refers to which of the following? a. defying the facilitator b. a worsening of symptoms

c. dropping masks d. resistance to therapy ANSWER: c POINTS: 1 REFERENCES: Stages of a Person-Centered Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.5 - Describe the stages that typically occur in a person-centered group. DATE CREATED: 3/7/2022 5:20 PM DATE MODIFIED: 3/7/2022 5:21 PM 25. As the group movement developed, the person-centered approach became which of the following: 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. ANSWER: d RATIONALE: In cracking of facades, individual members begin to respond to the group demand that masks and pretenses be dropped. This revealing of deeper selves by some members validates the theory that meaningful encounters can occur when people risk getting beneath surface interaction. At this stage the group strives toward deeper communication. POINTS: 1 REFERENCES: Stages of a Person-Centered Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.5 - Describe the stages that typically occur in a person-centered group. DATE CREATED: 3/7/2022 5:22 PM DATE MODIFIED: 3/7/2022 5:23 PM 26. Empathy involves understanding the client’s perspective. a. True b. False ANSWER: True RATIONALE: Miller and Moyers note that a central aspect of accurate empathy is striving to understand the client’s own experience and perspective. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:23 PM DATE MODIFIED: 3/7/2022 5:24 PM 27. Person-centered therapy rests on the belief that people seek to realize their full potential.

a. True b. False ANSWER: RATIONALE:

True Rogers made it clear that the person-centered approach rests on a basic trust in human beings’ tendency to realize their full potential. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:24 PM DATE MODIFIED: 3/7/2022 5:25 PM 28. The person-centered approach emphasizes the facilitator’s technical skills. a. True b. False ANSWER: False RATIONALE: The person-centered approach emphasizes the personal qualities of the group facilitator rather than the techniques of leading. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.2 - Describe the role and functions of the person-centered group facilitator. DATE CREATED: 3/7/2022 5:25 PM DATE MODIFIED: 3/7/2022 5:27 PM 29. Rogers believed that groups need facilitators who are actively involved in leading groups. a. True b. False ANSWER: False RATIONALE: Rogers believed members have the resourcefulness for positive movement without the facilitator assuming an active and directive role. The facilitator’s nondirectiveness allows members to demonstrate their typical interpersonal style within the context of the group. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.2 - Describe the role and functions of the person-centered group facilitator. DATE CREATED: 3/7/2022 5:27 PM DATE MODIFIED: 3/7/2022 5:28 PM 30. In his later work, Rogers focused on developing a useful set of specific therapeutic techniques. a. True b. False

ANSWER: RATIONALE:

False As Rogers’ view of psychotherapy developed, its focus shifted away from therapeutic techniques toward the therapist’s personal qualities, beliefs, and attitudes and toward the relationship with the client. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.3 - Discuss the use of techniques in a person-centered group. DATE CREATED: 3/7/2022 5:28 PM DATE MODIFIED: 3/7/2022 5:29 PM 31. Group facilitators should strictly refrain from taking the lead in groups. a. True b. False ANSWER: False RATIONALE: Although the group facilitator’s receptive attitude is viewed as being of central importance, this does not exclude the facilitator from taking the initiative at times to stimulate a client’s experiential process. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.3 - Discuss the use of techniques in a person-centered group. DATE CREATED: 3/7/2022 5:29 PM DATE MODIFIED: 3/7/2022 5:31 PM 32. When person-centered groups are not effective, it is usually because group members lack motivation to change. a. True b. False ANSWER: False RATIONALE: When group leaders report unsuccessful experiences with a group, the conditions of active listening, empathy, and positive regard are often in some measure lacking in their groups. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.4 - List some barriers to effective group counseling from a person-centered perspective. DATE CREATED: 3/7/2022 5:31 PM DATE MODIFIED: 3/7/2022 5:32 PM 33. Even when dealing with people who have committed crimes, it is important for a client-centered therapist to maintain an attitude of unconditional positive regard. a. True b. False ANSWER: True

RATIONALE:

It may be hard to maintain positive regard, warmth, and acceptance toward people who are in a treatment program for spousal abuse, child abuse, or murder. Although these actions are not condoned, it is important for leaders to be able to set aside their reactions to these behaviors at least during the course of the group. If that is not possible, there is little chance of a group being successful. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.4 - List some barriers to effective group counseling from a person-centered perspective. DATE CREATED: 3/7/2022 5:33 PM DATE MODIFIED: 3/7/2022 5:35 PM 34. The initial stage of person-centered therapy is often somewhat confusing for group members. a. True b. False ANSWER: True RATIONALE: In the initial stage, the lack of leader direction inevitably results in some initial confusion, frustration, and “milling around”—either actually or verbally. POINTS: 1 REFERENCES: Stages of a Person-Centered Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.5 - Describe the stages that typically occur in a person-centered group. DATE CREATED: 3/7/2022 5:35 PM DATE MODIFIED: 3/7/2022 5:40 PM 35. Confrontation typically occurs very early in the person-centered group process. a. True b. False ANSWER: False RATIONALE: Confrontation, in which members challenge one another in what can become an emotional process involving feedback occurs in the later stages of the group and can be seen as a stepping up of the interactions of the earlier stages. POINTS: 1 REFERENCES: Stages of a Person-Centered Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.5 - Describe the stages that typically occur in a person-centered group. DATE CREATED: 3/7/2022 5:40 PM DATE MODIFIED: 3/7/2022 5:41 PM 36. Expressive arts therapy starts with teaching group members artistic skills. a. True b. False ANSWER: False

RATIONALE:

Expressive arts therapy uses creative arts as a means to facilitate healing, but does not focus on teaching artistic skills. POINTS: 1 REFERENCES: Person-Centered Expressive Arts in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.6 - Describe some principles of expressive arts therapy in a group setting. DATE CREATED: 3/7/2022 5:42 PM DATE MODIFIED: 3/7/2022 5:43 PM 37. The conditions that facilitate growth also typically facilitate artistic creativity. a. True b. False ANSWER: True RATIONALE: The same conditions that Carl Rogers and his colleagues found basic to fostering a facilitative client-counselor relationship help support creativity. POINTS: 1 REFERENCES: Person-Centered Expressive Arts in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.6 - Describe some principles of expressive arts therapy in a group setting. DATE CREATED: 3/7/2022 5:43 PM DATE MODIFIED: 3/7/2022 5:45 PM 38. Research supports the use of the person-centered approach in schools. a. True b. False ANSWER: True RATIONALE: Both research and experience show that more learning, more problem solving, and more creativity can be found in classrooms that operate within a person-centered climate. POINTS: 1 REFERENCES: Applying the Person-Centered Approach to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.7 - Understand how person-centered group play therapy can be appropriately applied when working with schoolchildren to help them process their interpersonal and intrapersonal concerns. DATE CREATED: 3/7/2022 5:47 PM DATE MODIFIED: 3/7/2022 5:48 PM 39. A person-centered approach to play therapy can be particularly helpful when working with children. a. True b. False ANSWER: True RATIONALE: Many basic ideas and methods of the person-centered approach can be applied to play therapy in small group work. Play can be the medium through which children express their

feelings, bring their conflicts to life, explore relationships, and reveal their hopes and fears. POINTS: 1 REFERENCES: Applying the Person-Centered Approach to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.7 - Understand how person-centered group play therapy can be appropriately applied when working with schoolchildren to help them process their interpersonal and intrapersonal concerns. DATE CREATED: 3/7/2022 5:49 PM DATE MODIFIED: 3/7/2022 5:50 PM 40. The person-centered approach does not work effectively in non-Western cultures. a. True b. False ANSWER: False RATIONALE: Rogers maintained that the concerns expressed by individuals are often quite similar across cultures and that person-centered approaches were useful in facilitating cross-cultural understanding. POINTS: 1 REFERENCES: Applying the Person-Centered Approach With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.8 - Understand how the therapeutic factors apply in identifying and exploring diversity themes that are a part of a group experience. DATE CREATED: 3/7/2022 5:51 PM DATE MODIFIED: 3/7/2022 5:52 PM 41. The attitudes that facilitate change are the same across cultures. a. True b. False ANSWER: True RATIONALE: The person-centered approach is grounded on the importance of hearing the deeper messages participants bring to a group. Empathy, being present, and respecting the values of group participants are particularly important attitudes and skills in groups with culturally diverse individuals. These attitudes are not limited to any one cultural group but transcend culture. POINTS: 1 REFERENCES: Applying the Person-Centered Approach With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.8 - Understand how the therapeutic factors apply in identifying and exploring diversity themes that are a part of a group experience. DATE CREATED: 3/7/2022 5:53 PM DATE MODIFIED: 3/7/2022 5:53 PM 42. Because it is so divisive, discussion of privilege should be avoided in person-centered groups. a. True b. False

ANSWER: RATIONALE:

False Once group members have achieved a sufficient level of trust and cohesion, challenging issues, including privilege and the experience of discrimination, can be discussed. POINTS: 1 REFERENCES: Group Theories in Action: Person-Centered Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.9 - Understand how cultural and racial differences among members can be effectively explored in a group that has achieved a level of trust and cohesion. DATE CREATED: 3/7/2022 5:54 PM DATE MODIFIED: 3/8/2022 1:42 AM 43. Establishing a climate of safety and trust is crucial to discussing issues like the experience of racism. a. True b. False ANSWER: False RATIONALE: For a diverse group to talk honestly about how their differences, such as race, ethnicity, sexual orientation, or gender identify, may influence their participation in the group, the facilitator must create a climate of safety and trust that allows members to engage in difficult conversations. POINTS: 1 REFERENCES: Group Theories in Action: Person-Centered Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.9 - Understand how cultural and racial differences among members can be effectively explored in a group that has achieved a level of trust and cohesion. DATE CREATED: 3/7/2022 5:55 PM DATE MODIFIED: 3/7/2022 5:56 PM 44. Research confirms that the quality of the therapeutic relationship in central in determining outcomes. a. True b. False ANSWER: True RATIONALE: Research generally supports a strong relationship between empathy, warmth, and genuineness and positive therapeutic outcomes in a group setting. Indeed, the quality of the therapeutic relationship is considered to be the single most important factor in the personcentered approach; an effective therapeutic relationship is a key ingredient of successful psychotherapy. POINTS: 1 REFERENCES: Evaluation of the Person-Centered Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.10 - Recognize the contributions and the limitations of the person-centered approach to groups. DATE CREATED: 3/7/2022 5:56 PM DATE MODIFIED: 3/7/2022 5:57 PM 45. A strength of the person-centered approach is its emphasis on the active role played by clients.

a. True b. False ANSWER: RATIONALE:

False A major strength of the client-centered approach is the central importance placed on the group counselor as a person, and the assumption that the client is the major change agent in a therapy group. POINTS: 1 REFERENCES: Evaluation of the Person-Centered Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 10.10 - Recognize the contributions and the limitations of the person-centered approach to groups. DATE CREATED: 3/7/2022 5:57 PM DATE MODIFIED: 3/7/2022 5:59 PM 46. List and describe the basic concepts that all humanistic therapies have in common. ANSWER: Answers will vary but may include the following ideas: Basic concepts of primary importance in all of the humanistic approaches to psychotherapy include these ideas: 1. Importance of self-awareness. These theories stress the importance of self-awareness in therapy based on the premise that people who are self-aware can make more life-affirming choices. 2. Commitment to a phenomenological approach. A belief in the uniquely human capacity for reflective consciousness involves considering the client’s subjective world and striving to understand reality from the client’s perspective. Emphasis is on the uniqueness and individuality of the person. 3. Actualization, or growth, tendency. Both Maslow and Rogers maintained that human beings strive to grow. People have an innate drive to move beyond stability and toward realizing their full potential, and this focus enables them to benefit from therapy. 4. Belief that humans are free, self-determining beings. Individuals may be influenced by their past and by their environment, but they have a role in who and what they become through the choices they make. 5. Concern and respect for the subjective experience of each person. Humanistic therapists attempt to understand and grasp the experiential world of their clients. The humanistic approaches all emphasize the notion that people are capable of acting in responsible and caring ways in interpersonal relationships. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 5:59 PM DATE MODIFIED: 3/7/2022 6:01 PM 47. Define empathy. How is this empathy a fundamental concept of the person-centered approach? ANSWER: Answers will vary but may include the following ideas:

Empathic understanding refers to accurately sensing the feelings and personal meanings members are experiencing. Rogers defined empathy as the capacity to see the world of another by assuming the internal frame of reference of that person. A central aspect of accurate empathy is striving to understand the client’s own experience and perspective. Effective therapists exhibit a sense of curiosity and an interest in grasping another’s experience. Therapists high on the skill of accurate empathy demonstrate a deep understanding of a client’s meaning and have the ability to convey this understanding to the client. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 6:01 PM DATE MODIFIED: 3/7/2022 6:02 PM 48. Describe the person-centered therapists use and understanding of unconditional positive regard. ANSWER: Answers will vary but may include the following ideas: Unconditional positive regard involves accepting group members’ personal feelings without judgment and expressing respect and caring for group members. When group facilitators display a positive, nonjudgmental, accepting attitude toward their clients, therapeutic change is more likely. A therapist’s positive regard and affirmation functions as a positive reinforcer for group members’ engagement in the therapeutic process. Effective therapists communicate a respectful, caring, positive attitude that affirms the client’s sense of self-worth. Acceptance is communicated not only by treating clients with respect but also by avoiding being judgmental, disapproving, shaming, criticizing, or labeling. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 10.1 - Describe the ways that empathy, unconditional positive regard, and genuineness are fundamental to the process and outcome of therapy. DATE CREATED: 3/7/2022 6:02 PM DATE MODIFIED: 3/7/2022 6:03 PM 49. Describe the primary role of the group facilitator according to the person-centered model. ANSWER: Answers will vary but may include the following ideas: The person-centered approach emphasizes the personal qualities of the group facilitator rather than the techniques of leading. The primary function of the facilitator is to create an accepting and healing climate in the group. This therapy is best considered as a “way of being” rather than a “way of doing.” Rogers wrote that the therapist’s role is to be a companion to clients in their journey toward self-discovery. When facilitators can achieve this level of “being” rather than “doing,” they can enter a state of integration of their actions that resembles that of master practitioners in the arts and sciences. The group leader is called a facilitator, which reflects the importance of interactions between

group members and the leader’s ability to assist members in expressing themselves. Personcentered group facilitators use themselves as instruments of change in a group. Their central function is to establish a therapeutic climate in which group members will interact in increasingly authentic and honest ways. The therapist’s attitudes and behavior are powerful determinants of the accepting group atmosphere that is conducive to real communication. Group facilitators need to attend closely to the moment-to-moment unfolding of events in a session and to pay attention to what is happening between members. Attending to what the members want to talk about enables a group to move forward. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 10.2 - Describe the role and functions of the person-centered group facilitator. DATE CREATED: 3/7/2022 6:03 PM DATE MODIFIED: 3/7/2022 6:04 PM 50. Describe three process directions patterns that make up the stages or phases of the person-centered group. ANSWER: Answers will vary but will include three of the following ideas: 1. Milling around. The lack of leader direction inevitably results in some initial confusion, frustration, and “milling around”—either actually or verbally. Questions such as “Who is responsible here?” or “What are we supposed to be doing?” are characteristic and reflect the concern felt at this stage. 2. Resistance to personal expression or exploration. Members initially present a public self— one they think will be acceptable to the group. They are fearful of and resistant to revealing their private selves. 3. Description of past feelings. Despite doubts about the trustworthiness of the group and the risk of exposing oneself, disclosure of personal feelings does begin—however hesitantly and ambivalently. Generally, this disclosure deals with events outside of the group; members tend to describe feelings in a “there-and-then” fashion. 4. Expression of negative feelings. As the group progresses, there is a movement toward the expression of here-and-now feelings. Often these expressions take the form of an attack on the group leader, usually for not providing the needed direction. 5. Expression and exploration of personally meaningful material. If the expression of negative reactions is seen by the members as acceptable to the group, a climate of trust is likely to emerge. Members are then able to take the risks involved in disclosing personal material. At this point the participants begin to realize that the group is what they make it, and they begin to experience freedom. 6. Expression of immediate interpersonal feelings in the group. Members tend to express a full range of feelings toward one another. 7. Development of a healing capacity in the group. Next, members begin to spontaneously reach out to one another, expressing care, support, understanding, and concern. At this stage helping relationships are often formed within the group that offer members aid in leading more constructive lives outside of the group. 8. Self-acceptance and the beginning of change. Participants begin to accept aspects of

themselves that they formerly denied or distorted; they get closer to their feelings and consequently become less rigid and more open to change. As members accept their strengths and weaknesses, they drop their defenses and welcome change. 9. Cracking of facades. Here individual members begin to respond to the group demand that masks and pretenses be dropped. This revealing of deeper selves by some members validates the theory that meaningful encounters can occur when people risk getting beneath surface interaction. At this stage the group strives toward deeper communication. 10. Feedback. In the process of receiving feedback, members acquire a lot of data concerning how others experience them and what impact they have on others. This information often leads to new insights that help them decide on aspects of themselves that they want to change. 11. Confrontation. Here members challenge one another in what can become an emotional process involving feedback. Confrontation can be seen as a stepping up of the interactions described in earlier stages. 12. The helping relationship outside the group sessions. By this stage members have begun making contacts outside the group. Here we see an extension of the process described as the development of the healing capacities of the group. 13. The basic encounter. Because the members come into closer and more direct contact with one another than is generally the case in everyday life, genuine person-to-person relationships occur. At this point members begin to experience how meaningful relationships occur when there is a commitment to work toward a common goal and a sense of community. 14. Expression of feelings of closeness. As the sessions progress, an increasing warmth and closeness develops within the group because of the realness of the participants’ expression of feelings about themselves and toward others. 15. Behavior changes in the group. As members experience increased ease in expressing their feelings, their behaviors, mannerisms, and even their appearance begin to change. They tend to act in an open manner; they express deeper feelings toward others; they achieve an increased understanding of themselves; and they work out more effective ways of being with others. If the changes are effective, the members will carry their new behaviors into their everyday lives. POINTS: 1 REFERENCES: Stages of a Person-Centered Group QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 10.5 - Describe the stages that typically occur in a person-centered group. DATE CREATED: 3/7/2022 6:05 PM DATE MODIFIED: 3/7/2022 6:06 PM

Chapter 11: Gestalt Therapy in Groups 1. Which of these is a primary function of the Gestalt leader? a. make interpretations for the members b. serve as a blank screen to foster transference c. encourage members to heighten their awareness d. confront clients’ irrational thoughts ANSWER: c RATIONALE: Gestalt group leaders focus on conscious awareness, contact, and experimentation, and they encourage members to heighten their awareness and attend to their contact styles. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.2 - Define the philosophy and basic assumptions underlying Gestalt theory and therapy. DATE CREATED: 3/7/2022 3:32 AM DATE MODIFIED: 3/7/2022 3:34 AM 2. According to your text, what aspect of Gestalt therapy did Miriam and Erving Polster emphasize? a. dispassionate b. confrontational c. technical d. relational ANSWER: d RATIONALE: Miriam and Erving Polster were strong advocates of the relational dimension of Gestalt therapy, a counterpoint to the skewed stereotype of it as confrontational and technically narrow. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.1 - Understand the evolution of the Gestalt approach from the pioneering work of Fritz Perls to the contemporary relational approach developed by Erving and Miriam Polster. DATE CREATED: 3/7/2022 3:34 AM DATE MODIFIED: 3/7/2022 3:35 AM 3. Which of the following is a key concept of the Gestalt group? a. emphasis on changing society b. understanding of unconscious processes c. intellectual understanding of life d. here-and-now focus ANSWER: d RATIONALE: One of the most important contributions of Gestalt therapy is the emphasis on learning to appreciate and fully experience the present. A key principle of Gestalt therapy is that whatever is happening at the moment is center stage. The past is gone, and the future has not yet arrived, whereas the present moment is lively and exciting.

POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 3:36 AM DATE MODIFIED: 3/7/2022 3:37 AM 4. In Gestalt therapy, awareness is best described as which of the following? a. introspection b. intellectual presence c. recognition of current feelings, actions, and sensations d. recognition of why one struggles with a certain problem ANSWER: c RATIONALE: With its emphasis of the here-and-now, Gestalt therapists focus on awareness in terms of the individual’s feelings, actions, and sensations. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 3:37 AM DATE MODIFIED: 3/7/2022 3:41 AM 5. How is the past typically addressed in Gestalt therapy? a. it is not considered crucial and therefore not dealt with. b. clients talk about past issues and experience relief from this discussion. c. members attempt in the group to figure out what caused their present difficulties by analyzing the past. d. the past is brought into the present by reexperiencing it as though it were occurring in the present. ANSWER: d RATIONALE: The past is gone, and is important, but only insofar as it is related to present functioning. In Gestalt groups the participants bring past problem situations into the present by reenacting the situation as if it were occurring now. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 3:41 AM DATE MODIFIED: 3/7/2022 3:43 AM

6. In the Gestalt framework, unfinished business must become which of the following to be dealt with? a. irrelevant b. intellectualized c. internalized d. figural ANSWER: d RATIONALE: Unfinished business includes unexpressed feelings—such as resentment, hate, rage, pain, hurt, anxiety, guilt, shame, and grief—and events and memories that linger in the background and clamor for completion. Unless these unfinished situations and unexpressed emotions become figural and are dealt with, they will interfere with present-centered awareness and with our effective functioning. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 3:43 AM DATE MODIFIED: 3/7/2022 3:44 AM 7. A contemporary Gestalt group leader is best described as which of the following? a. catalyst b. lecturer c. engineer d. technician ANSWER: a RATIONALE: The group therapist functions as a guide and a catalyst, suggests experiments, and shares observations POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.2 - Define the philosophy and basic assumptions underlying Gestalt theory and therapy. DATE CREATED: 3/7/2022 3:44 AM DATE MODIFIED: 3/7/2022 3:46 AM 8. Contemporary Gestalt group practice in the United States is most accurately described as which of the following? a. very similar to the style first developed by Perls b. a collaborative search for understanding c. part of the object relations approach d. highly confrontational and dramatic ANSWER: b RATIONALE: Contemporary relational Gestalt therapy in a group stresses dialogue and the I/Thou relationship between client and therapist. The contemporary relational approach, as developed by Erving and Polster, emphasize the therapeutic relationship and work

collaboratively with clients in a search for understanding POINTS: 1 REFERENCES: Introduction Evaluation of the Gestalt Approach to Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.1 - Understand the evolution of the Gestalt approach from the pioneering work of Fritz Perls to the contemporary relational approach developed by Erving and Miriam Polster. DATE CREATED: 3/7/2022 3:46 AM DATE MODIFIED: 3/7/2022 3:48 AM 9. A Gestalt therapy group is mostl likely to include which of the following? a. free associating to one another’s dreams. b. focusing on what members want to become c. dealing effectively with interpersonal conflict d. intensifying there-and-then awareness ANSWER: c RATIONALE: Zinker identified a number of possible group goals for members from a Gestalt therapy perspective, including learning to deal with interpersonal conflicts in an effective way. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 3:48 AM DATE MODIFIED: 3/7/2022 3:51 AM 10. In Gestalt therapy, experiments are best characterized by which of the following? a. being predesigned with a goal in mind b. being phenomenologically based c. being rooted in specific techniques d. being conducted on rather than by group members ANSWER: b RATIONALE: Experiments in the context of Gestalt therapy are phenomenologically based; that is, they evolve out of what is occurring within a member or members in the present moment, and the outcome is unknown. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.7 - Differentiate between techniques and experiments in Gestalt group therapy. DATE CREATED: 3/7/2022 3:51 AM DATE MODIFIED: 3/7/2022 3:53 AM 11. How might a Gestalt therapist respond to a dream being recounted by a group member?

a. ask the member to play out parts with other members b. teach the member its symbolic meaning c. move the group on, since dreams have little relevance d. ask the entire group to dree associate about the dream ANSWER: a RATIONALE: Consistent with its noninterpretive spirit, the Gestalt approach does not interpret and analyze dreams. Instead, the intent is to bring the dream back to life. Group members do not report their dreams or talk about them in the past tense; they are asked to tell the dream as if it were happening in the present. Members can be asked to identify with a segment of the dream and to narrate their dream from a subjective perspective. They may be asked to transform key elements of the dream into a dialogue and become each part of the dream. The group context allows them to play out parts of the dream as present events. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. DATE CREATED: 3/7/2022 3:53 AM DATE MODIFIED: 3/7/2022 3:54 AM 12. Gestalt experiments are likely to be aimed at which of the following? a. teaching members how to think rationally b. allowing members to try out new behaviors c. teaching clients how to discover causes of future problems d. helping members understand unconscious dynamics ANSWER: b RATIONALE: In Gestalt group experiments, members are invited to try out some new behavior and to pay attention to what they experience. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.7 - Differentiate between techniques and experiments in Gestalt group therapy. DATE CREATED: 3/7/2022 3:55 AM DATE MODIFIED: 3/7/2022 3:57 AM 13. In the Gestalt tradition, which of the following take therapy from the office into ordinary life in small groups? a. life focus communities b. community groups c. gestalt community retreats d. holistic communities ANSWER: a RATIONALE: Erving and Miriam Polster, pioneers in relational Gestalt therapy, have made many significant theoretical and practical contributions to the development of contemporary Gestalt therapy. Increased attention was given to families and communities, which form an integral

part of an individual’s life. Erv Polster wrote about life focus communities, which is a way of taking therapy from the office into ordinary life in small groups. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.1 - Understand the evolution of the Gestalt approach from the pioneering work of Fritz Perls to the contemporary relational approach developed by Erving and Miriam Polster. DATE CREATED: 3/7/2022 3:57 AM DATE MODIFIED: 3/7/2022 3:59 AM 14. In the Gestalt group therapy approach, experiments with internal dialogues often relate to which of the following? a. identifying sources of problems b. resolving unconscious conflicts c. interpreting dreams d. understanding polarities ANSWER: d RATIONALE: Fantasy dialogues are meant to promote awareness of internal splits and eventual personality integration. These dialogues can take many forms, for example, dialogues between opposing sides or polarities within oneself (like tender/tough, brave/scared, masculine/feminine, loving/hateful, active/passive) or dialogues with a parent or other significant person, fantasized others, or dialogues with inanimate objects. Understanding how polarities are related to inner conflicts is central to Gestalt therapy. A variety of experiments with dialogues can help members increase their awareness of the dichotomies within themselves and help them come to terms with dimensions of their personality that seem to oppose each other. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. DATE CREATED: 3/7/2022 3:59 AM DATE MODIFIED: 3/7/2022 4:00 AM 15. If a group member is experiencing an internal conflict related to dichotomies within themselves, which of the following might be most appropriate from a Gestalt therapy perspective? a. dialogue technique b. rehearsal technique c. exaggeration d. making the rounds ANSWER: a RATIONALE: A variety of experiments with dialogues can help members increase their awareness of the dichotomies within themselves and help them come to terms with dimensions of their personality that seem to oppose each other. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. DATE CREATED: 3/7/2022 4:00 AM DATE MODIFIED: 3/7/2022 4:02 AM 16. In Gestalt therapy, the paradoxical theory of change posits which of the following? a. change starts with who we are b. change occurs when we least expect it c. change requires awareness of our deficits d. change is less important than genuineness ANSWER: a RATIONALE: According to Beisser’s paradoxical theory of change, personal change tends to occur when we become aware of what we are as opposed to trying to become what we are not. Stated slightly differently, it is important that we accept who and what we are rather than striving to become what we “should be.” What we are is always the starting point for the path we might take. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:02 AM DATE MODIFIED: 3/7/2022 4:03 AM 17. In order to attain present-centered awareness, Gestalt therapy focuses on which of the following? a. whatever is figural at the moment b. the deeper reasons for why one behaves in certain ways c. early childhood experiences d. early recollections and memories ANSWER: a RATIONALE: Members attend to what becomes figural or salient, from moment to moment and in doing so, help keep the focus on the here-and-now. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:03 AM DATE MODIFIED: 3/7/2022 4:04 AM 18. Which of the following refers to how individuals organize their experiences?

a. organismic self-regulation b. field theory c. figure-formation process d. separation-individuation process ANSWER: d RATIONALE: Originally developed in the field of visual perception by a group of Gestalt psychologists, the figure-formation process describes how the individual organizes experiences from moment to moment. In Gestalt therapy the field differentiates into figure (the emerging focus of attention) and ground (the background environment). The figure-formation process tracks how some aspect of the environmental field emerges from the background and becomes the focal point of the individual’s attention and interest. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.2 - Define the philosophy and basic assumptions underlying Gestalt theory and therapy. DATE CREATED: 3/7/2022 4:05 AM DATE MODIFIED: 3/7/2022 4:06 AM 19. After a tense argument with a friend, Ryne went to the gym and worked out so hard they injured themselves. In Gestalt terms, Ryne likely used which of the following? a. introjection b. projection c. retroflection d. sublimation ANSWER: c RATIONALE: Retroflection consists of turning back onto ourselves what we would like to do to someone else. For example, if we lash out and injure ourselves, we are often directing aggression inward that we are fearful of directing toward others. POINTS: 1 REFERENCES: Key Concepts Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:06 AM DATE MODIFIED: 3/7/2022 4:08 AM 20. Which of the following is common early in the course of a Gestalt group, before members have gained an understanding of the group process? a. introjection b. projection c. retroflection d. sublimation ANSWER: a

Introjection is the tendency to accept others’ beliefs and standards uncritically without assimilating them and making them congruent with who we are. These introjects are alien to us because we have not analyzed and restructured them. When we introject, we passively incorporate what the environment provides, spending little time on clearly understanding what we want or need. During the early stages of a group, introjection is common because the members tend to look to the leader to provide structure and direction. At this phase of a group’s development, members typically do not question the leader’s interventions or rules. As the group reaches a working stage, members are less inclined to swallow whole the suggestions of the group leader. POINTS: 1 REFERENCES: Key Concepts Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:08 AM DATE MODIFIED: 3/7/2022 4:10 AM RATIONALE:

21. How do Gestalt therapists typically conceptualize resistance in the therapeutic setting? a. as a coping strategy that is no longer helpful b. as something that should be ignored c. as a challenge to the leadership role d. as a method to illustrate the client’s pathology ANSWER: a RATIONALE: Some group counselors interpret resistance in a judgmental way. By reframing the concept, we can use what appears to be resistance in a therapeutic way. Group leaders can understand members’ reluctance as an outdated coping strategy that at one time served an adaptive function but is no longer useful. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:10 AM DATE MODIFIED: 3/7/2022 4:12 AM 22. The Gestalt group process provides opportunities for using which of the following to increase awareness of unfinished business? a. past-centeredness b. present-centeredness c. future-centeredness d. there-and-then focus ANSWER: b RATIONALE: The Gestalt group process provides many opportunities for using present-centeredness to increase awareness and bring about change, and the group process offers a greater chance to

awaken unfinished business in members through their present-centered interactions. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:12 AM DATE MODIFIED: 3/7/2022 4:14 AM 23. A Gestalt leader’s disclosure of personal problems or life outside of the group should be which of the following? a. strictly avoided under most circumstances b. a common occurrence as it makes the leader more authentic. c. done with intentionality and serve the needs of the group. d. result in a suspended license since it is unethical. ANSWER: c RATIONALE: Gestalt group leaders focus on conscious awareness, contact, and experimentation, and they encourage members to heighten their awareness and attend to their contact styles. Therapists model the process of useful interactions by disclosing their own awareness and experience. Disclosure of personal problems or life outside of the group, however, should be done with intentionality and serve the needs of the group rather than the leader’s needs. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.2 - Define the philosophy and basic assumptions underlying Gestalt theory and therapy. DATE CREATED: 3/7/2022 4:14 AM DATE MODIFIED: 3/7/2022 4:15 AM 24. Which of the following statements about Gestalt experiments is most accurate? a. experiments emerge organically and seamlessly in the moment. b. experiments are aimed at demonstrating the leader’s understanding. c. experiments are generally taken from a canonical list of activities. d. experiments typically have predetermined outcomes needed by the group. ANSWER: c RATIONALE: Experiments grow organically out of the therapeutic relationship and provide members with an opportunity to increase their awareness and try out new ways of thinking and behaving. Experiments should be the outgrowth of the therapeutic encounter—an encounter grounded in the mutual experiencing of the group member and the group therapist. There are no prescribed techniques that Gestalt group leaders must follow. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.7 - Differentiate between techniques and experiments in Gestalt group therapy.

DATE CREATED: DATE MODIFIED:

3/7/2022 4:15 AM 3/7/2022 4:17 AM

25. From the Gestalt perspective, Perls referred to dreams as the royal road to which of the following? a. integration b. eternity c. the unconscious d. cognitive restructuring ANSWER: a RATIONALE: Dreams contain existential messages; they represent our conflicts, our wishes, and key themes in our lives. By avoiding analyzing and interpreting the dream and focusing instead on becoming and experiencing it in all of its aspects, the client gets closer to the existential message of the dream. Freud called the dream “the royal road to the unconscious”; Perls referred to it as “the royal road to integration” POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. DATE CREATED: 3/7/2022 4:17 AM DATE MODIFIED: 3/7/2022 4:18 AM 26. Gestalt therapy as originally developed by Perls is based on the assumption that we are best understood in existential isolation. a. True b. False ANSWER: False RATIONALE: The Gestalt therapy as originally developed by Perls is based on the assumption that we are best understood in relation to our environment. The basic goal of a Gestalt group is to provide a context that enables members to increase their awareness of what they are experiencing and the quality of the contact they are making with others. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.1 - Understand the evolution of the Gestalt approach from the pioneering work of Fritz Perls to the contemporary relational approach developed by Erving and Miriam Polster. DATE CREATED: 3/7/2022 4:18 AM DATE MODIFIED: 3/7/2022 4:19 AM 27. Contemporary Gestalt therapy as developed by the Polsters is quite confrontational in nature and rarely used. a. True b. False ANSWER: False RATIONALE: The Polsters’ approach, known as relational Gestalt therapy, stresses dialogue and the I/Thou relationship between client and therapist, and is less confrontational and theatric than

the approach of Perls. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.1 - Understand the evolution of the Gestalt approach from the pioneering work of Fritz Perls to the contemporary relational approach developed by Erving and Miriam Polster. DATE CREATED: 3/7/2022 4:19 AM DATE MODIFIED: 3/7/2022 4:20 AM 28. A fundamental aspect of Gestalt therapy is that it is existential in nature. a. True b. False ANSWER: True RATIONALE: Gestalt therapy is existential in that it is grounded in the here-and-now and gives primacy to existential dialogue. Awareness, choice, and responsibility are cornerstones of practice. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.2 - Define the philosophy and basic assumptions underlying Gestalt theory and therapy. DATE CREATED: 3/7/2022 4:20 AM DATE MODIFIED: 3/7/2022 4:21 AM 29. A fundamental aspect of Gestalt therapy is that it is experiential in nature. a. True b. False ANSWER: True RATIONALE: Gestalt therapy is an experiential approach, and group members are able to come to grips with what and how they are thinking, feeling, and doing as they interact with others in the group. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.2 - Define the philosophy and basic assumptions underlying Gestalt theory and therapy. DATE CREATED: 3/7/2022 4:21 AM DATE MODIFIED: 3/7/2022 4:22 AM 30. Self-awareness refers to knowledge acquired without immersion in the current experience. a. True b. False ANSWER: False RATIONALE: Awareness is a process of paying attention to one’s own experiences in the moment. It requires self-knowledge, responsibility for choices, contact with the environment, immersion

in current experience, self-acceptance, and the ability to make contact. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:22 AM DATE MODIFIED: 3/7/2022 4:24 AM 31. Gestalt therapy is based on field theory, which includes the idea that people should be viewed in relation to their environments. a. True b. False ANSWER: True RATIONALE: Gestalt therapy is based on field theory, which is grounded on the principle that the organism must be seen in its environment, or in its context, as part of the constantly changing field. Everything is relational, in flux, interrelated, and in process. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:24 AM DATE MODIFIED: 3/7/2022 4:25 AM 32. In Gestalt therapy, which matters the most is what is currently happening. a. True b. False ANSWER: True RATIONALE: One of the most important contributions of Gestalt therapy is the emphasis on learning to appreciate and fully experience the present. A key principle of Gestalt therapy is that whatever is happening at the moment is center stage. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.4 - Recognize the emphasis of Gestalt therapy’s group work in the here-and-now. DATE CREATED: 3/7/2022 4:25 AM DATE MODIFIED: 3/7/2022 4:26 AM 33. In Gestalt groups, the past is considered to be in the past and therefore not important in the present. a. True b. False

ANSWER: RATIONALE:

False In Gestalt groups the participants bring past problem situations into the present by reenacting the situation as if it were occurring now. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.4 - Recognize the emphasis of Gestalt therapy’s group work in the here-and-now. DATE CREATED: 3/7/2022 4:26 AM DATE MODIFIED: 3/7/2022 4:27 AM 34. In Gestalt therapy, “making the rounds” is a technique that can be useful in identifying hidden fears. a. True b. False ANSWER: True RATIONALE: Making the rounds can be a useful technique to help a group member recognize a hidden fear. The member is encouraged to go around to each of the group members and say something the member usually does not communicate verbally. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. DATE CREATED: 3/7/2022 4:27 AM DATE MODIFIED: 3/7/2022 4:28 AM 35. The key issues in the transition stage of a Gestalt group are identity and dependence. a. True b. False ANSWER: False RATIONALE: In the second stage (transition stage), the key characteristics are influence and counterdependence. During this time of transition, the group grapples with issues of influence, authority, and control. POINTS: 1 REFERENCES: Stages of a Gestalt Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. DATE CREATED: 3/7/2022 4:28 AM DATE MODIFIED: 3/7/2022 4:29 AM 36. From a Gestalt perspective, unfinished business can be addressed by bringing deceased family members into the hereand-now symbolically.

a. True b. False ANSWER: RATIONALE:

True In Gestalt therapy, a leader may ask a member to bring a deceased family member into the room symbolically, in order to treat them as though they were in the hear-and-now and to address unfinished business with them. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.6 - Understand the rationale for encouraging members to engage in symbolic work. DATE CREATED: 3/7/2022 4:29 AM DATE MODIFIED: 3/7/2022 4:30 AM 37. The “empty chair” technique may be used in symbolic interactions in Gestalt groups. a. True b. False ANSWER: True RATIONALE: The empty chair can be used when asking a group member to have a dialogue with someone who is not actually present. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.6 - Understand the rationale for encouraging members to engage in symbolic work. DATE CREATED: 3/7/2022 4:30 AM DATE MODIFIED: 3/7/2022 4:31 AM 38. Experiments in Gestalt group therapy approaches are intended to bring about action or interaction and have an outcome in mind. a. True b. False ANSWER: False RATIONALE: Techniques are exercises or procedures that are often used to bring about action or interaction, sometimes with a prescribed outcome in mind. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.7 - Differentiate between techniques and experiments in Gestalt group therapy. DATE CREATED: 3/7/2022 4:31 AM DATE MODIFIED: 3/7/2022 4:33 AM 39. Gestalt group exercises are often developed prior to the group meetings. a. True b. False

ANSWER: RATIONALE:

True Leaders prepare group exercises prior to the group meeting as a way to promote interaction. Members might be asked to pair up and talk, or a catalyst might be introduced into the group to provide a specific focus for work during a session. In contrast, a group experiment is a creative happening that grows out of the group experience; as such it cannot be predetermined, and its outcome cannot be predicted POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.7 - Differentiate between techniques and experiments in Gestalt group therapy. DATE CREATED: 3/7/2022 4:33 AM DATE MODIFIED: 3/7/2022 4:36 AM 40. Gestalt therapy is tightly bound to European and American cultures and imposes those values on group members. a. True b. False ANSWER: False RATIONALE: Because Gestalt therapy is practiced with a phenomenological attitude, therapists are less likely to impose their own values and cultural standards on their clients. POINTS: 1 REFERENCES: Applying Gestalt Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.8 - Describe the practice of Gestalt therapy from a multicultural perspective. DATE CREATED: 3/7/2022 4:36 AM DATE MODIFIED: 3/7/2022 4:37 AM 41. Gestalt therapy’s attention to nonverbal communication makes it particularly useful in multicultural settings. a. True b. False ANSWER: True RATIONALE: People in many cultures give attention to expressing themselves nonverbally rather than emphasizing the content of oral communication, making Gestalt therapy particularly useful. Some clients may come from cultures in which people express themselves nonverbally to a greater extent than they do with words. POINTS: 1 REFERENCES: Applying Gestalt Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.8 - Describe the practice of Gestalt therapy from a multicultural perspective. DATE CREATED: 3/7/2022 4:37 AM DATE MODIFIED: 3/7/2022 4:38 AM 42. Children are often resistant to the collaborative nature of Gestalt therapy. a. True b. False

ANSWER: RATIONALE:

True Gestalt group work places a premium on the quality of the contact between the individual and the group and children and adolescents are likely to respond to this collaborative spirit. POINTS: 1 REFERENCES: Applying Gestalt Therapy to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.9 - Evaluate the contributions and strengths of the Gestalt approach to group work. DATE CREATED: 3/7/2022 4:39 AM DATE MODIFIED: 3/7/2022 4:40 AM 43. Bodily experiences can be an important source of awareness in Gestalt therapy. a. True b. False ANSWER: True RATIONALE: Without making interpretations for members, leaders can encourage them to pay attention to what they are experiencing bodily. This focus can provide rich clues to areas members want to avoid, and it also offers a way for members to come in contact with their anxiety. If the leader avoids telling members the meaning of their gestures, postures, and body symptoms, members are more able to stay with what they are experiencing and eventually find their own meaning. POINTS: 1 REFERENCES: Evaluation of the Gestalt Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.9 - Evaluate the contributions and strengths of the Gestalt approach to group work. DATE CREATED: 3/7/2022 4:40 AM DATE MODIFIED: 3/7/2022 4:41 AM 44. Contemporary Gestalt therapy does not address cognitive factors. a. True b. False ANSWER: False RATIONALE: Although the earlier phase of Gestalt therapy’s development did not focus on cognitive processes, contemporary Gestalt therapy addresses cognitive factors and integrates the affective and cognitive dimensions of human experiencing POINTS: 1 REFERENCES: Evaluation of the Gestalt Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.10 - Identify some of the limitations of Gestalt group therapy. DATE CREATED: 3/7/2022 4:41 AM DATE MODIFIED: 3/7/2022 4:42 AM 45. Because Gestalt therapists assume active roles, misuse of techniques is of particular concern. a. True b. False

ANSWER: RATIONALE:

True Typically, Gestalt therapists are very active, and if they do not have the characteristics mentioned by Zinker—sensitivity, timing, inventiveness, empathy, and respect for the client—experiments and other techniques can be inadvertently misused. POINTS: 1 REFERENCES: Evaluation of the Gestalt Approach to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 11.10 - Identify some of the limitations of Gestalt group therapy. DATE CREATED: 3/7/2022 4:42 AM DATE MODIFIED: 3/7/2022 4:44 AM 46. Discuss how Gestalt therapists work with dreams in a group. Describe the procedures used as well as the rationale. ANSWER: Answers will vary but may include the following ideas: Consistent with its noninterpretive spirit, the Gestalt approach does not interpret and analyze dreams. Instead, the intent is to bring the dream back to life, to re-create it, and to relive it as if it were happening now. Group members do not report their dreams or talk about them in the past tense. Instead, they are asked to tell the dream as if it were happening in the present. Dreamers become immersed in their dreams with more vitality when they narrate dreams as though they are happening now. Members can be asked to identify with a segment of the dream and to narrate their dream from a subjective perspective. They may be asked to transform key elements of the dream into a dialogue and become each part of the dream. The group context allows them to play out parts of the dream as present events. Dreams contain existential messages; they represent our conflicts, our wishes, and key themes in our lives. By making a list of all the details in a dream—remembering each person, event, and mood—and then acting out (“becoming”) each of these parts as fully as possible, one becomes increasingly aware of one’s opposing sides and of the range of one’s feelings. Eventually the person appreciates and accepts these inner differences and integrates the conflicting forces; each piece of work on a dream leads to further assimilation and integration. By avoiding analyzing and interpreting the dream and focusing instead on becoming and experiencing it in all of its aspects, the client gets closer to the existential message of the dream. Freud calls the dream “the royal road to the unconscious”; Perls refers to it as “the royal road to integration”. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. DATE CREATED: 3/7/2022 4:44 AM DATE MODIFIED: 3/7/2022 4:45 AM 47. Discuss the basic goal of the Gestalt group and identify two possible individual goals and two possible group goals. ANSWER: Answers will vary but may include two each of the following individual and group goals: The basic goal of Gestalt therapy is increased awareness, which by and of itself is seen as

curative or growth producing. Awareness is a process of paying attention to one’s own experiences in the moment. It requires self-knowledge, responsibility for choices, contact with the environment, immersion in current experience, self-acceptance, and the ability to make contact. Individual goals may include: • Integrating polarities within oneself • Enriching and expanding awareness • Achieving contact with self and others • Learning to provide self-support instead of looking to others for this support • Defining one’s boundaries with clarity • Translating insights into action • Being willing to learn about oneself by engaging in experiments • Learning to flow smoothly through the awareness-excitement-contact cycle without serious blockage Group goals may include: • Learning how to ask clearly and directly for what they want or need • Learning how to deal effectively with interpersonal conflicts • Learning how to give support and energy to one another • Being direct with each other and speaking in the first person • Finding ways to challenge members to grow while respecting their needs for space and boundaries • Creating a community that is based on trust that allows for a level of deep and meaningful work • Learning how to give each other feedback • Learning not to give advice • Using the resources within the group rather than relying on the group leader as the director POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 11.2 - Define the philosophy and basic assumptions underlying Gestalt theory and therapy. LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:45 AM DATE MODIFIED: 3/7/2022 4:46 AM 48. Discuss the concept of the “here and now” as it relates to Gestalt therapy and how this approach addressed both the past and the future. ANSWER: Answers will vary but may include the following ideas: One of the most important contributions of Gestalt therapy is the emphasis on learning to appreciate and fully experience the present. A key principle of Gestalt therapy is that whatever is happening at the moment is center stage. The past is gone, and the future has not yet arrived, whereas the present moment is lively and exciting. The past is important, but only insofar as it is related to our present functioning. Gestalt therapists have developed a methodology that helps individuals discover and experiment with new possibilities. Gestalt group process provides many opportunities for using present-centeredness to increase

awareness and bring about change, and the group process offers a greater chance to awaken unfinished business in members through their present-centered interactions. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 11.4 - Recognize the emphasis of Gestalt therapy’s group work in the here-and-now. DATE CREATED: 3/7/2022 4:47 AM DATE MODIFIED: 3/7/2022 4:48 AM 49. Discuss the concept of unfinished business from the Gestalt viewpoint. ANSWER: Answers will vary but may include the following ideas: Unfinished business includes unexpressed feelings—such as resentment, hate, rage, pain, hurt, anxiety, guilt, shame, and grief—and events and memories that linger in the background and clamor for completion. Unless these unfinished situations and unexpressed emotions become figural and are dealt with, they will interfere with present-centered awareness and with our effective functioning. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 11.3 - Identify these key concepts in Gestalt therapy: here-and-now, present-centered awareness, dealing with unfinished business, contact and resistance to contact, body language, and experiments. DATE CREATED: 3/7/2022 4:48 AM DATE MODIFIED: 3/7/2022 4:49 AM 50. Describe how the Gestalt approach deals with both verbal and nonverbal communication. ANSWER: Answers will vary but may include the following ideas: Gestalt therapy emphasizes the relationship between language patterns and personality. Words can bring us closer to what we are experiencing or distance us from what we are thinking and feeling. Becoming more aware of our speech patterns can enhance selfawareness. Skilled group counselors listen not just to the verbal level of communication but also, and even more keenly, to the message behind the words, which is often conveyed in the voice tone, pitch, and volume, in the speed of delivery, and so forth. The group setting offers many opportunities to explore the meaning of nonverbal messages. Such explorations are especially useful when participants exhibit nonverbal cues that are incongruent with what they are saying verbally. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 11.5 - Explain these Gestalt therapy interventions: role playing, future projection, making

DATE CREATED: DATE MODIFIED:

the rounds, staying with the feeling, working with dreams, and creating experiments based on here-and-now awareness. 3/7/2022 4:49 AM 3/7/2022 4:50 AM

Chapter 12: Cognitive Behavioral Approaches to Groups 1. Cognitive behavioral therapy can be best described as which of the following? a. insight-oriented b. unstructured c. lacking empirical support d. education-focused ANSWER: d RATIONALE: A significant portion of cognitive behavioral therapy is educational in nature. Cognitive behavioral therapy is a structured and skills focused approach based on empirical support. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.1 - Identify common attributes shared by the various cognitive behavioral approaches. DATE CREATED: 3/7/2022 4:54 AM DATE MODIFIED: 3/7/2022 4:56 AM 2. Which generation of behavior therapies emphasize the therapeutic relationship and emotional experiences? a. First-generation behavior therapies b. Second-generation behavior therapies c. Third-generation behavior therapies d. Fourth-generation behavior therapies ANSWER: c RATIONALE: Third-generation behavior therapies (also called third wave approaches) emphasize mindfulness, acceptance, the therapeutic relationship, spirituality, values, meaning and purpose in one’s life, meditation, being in the present moment, and emotional expression POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.8 - Describe the key features of these mindfulness and acceptance approaches: dialectical behavior therapy, mindfulness-based stress reduction, mindfulness-based cognitive therapy, and acceptance and commitment therapy. DATE CREATED: 3/7/2022 4:56 AM DATE MODIFIED: 3/7/2022 4:58 AM 3. Cognitive behavioral therapies assume that which of the following is the “problem” that therapy should address? a. conflicts b. behaviors c. insights d. motivations ANSWER: b RATIONALE: Another assumption of the cognitive behavioral orientation is that the behaviors clients express are part of the problem (not merely symptoms of the problem). Successful resolution of these problematic behaviors resolves the problem, and a new set of problems does not necessarily arise.

POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.1 - Identify common attributes shared by the various cognitive behavioral approaches. DATE CREATED: 3/7/2022 4:58 AM DATE MODIFIED: 3/7/2022 4:59 AM 4. If a practitioner of group cognitive behavioral therapy is deciding whether to use a particular technique, which of the following is the most important consideration? a. whether it is a relatively new technique b. whether it was requested by group members c. whether it has been empirically demonstrated to be effective d. whether it is interesting and enjoyable ANSWER: c RATIONALE: Group practitioners who function within a cognitive behavioral framework may develop techniques and strategies from diverse theoretical viewpoints. However, the effectiveness of these methods in meeting therapeutic goals should be scientifically demonstrated. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/7/2022 4:59 AM DATE MODIFIED: 3/7/2022 5:01 AM 5. Which of the following most accurately describes the application of cognitive behavioral techniques in a group? a. these techniques remain under continual evaluation. b. they are experiential in nature. c. they are designed to produce insight. d. they are usually aimed at catharsis. ANSWER: a RATIONALE: Once target behaviors have been clearly identified, treatment goals specified, and therapeutic procedures delineated, the outcomes of therapy can be objectively assessed. Because CBT groups emphasize the importance of evaluating the effectiveness of the techniques they employ, assessment of clients’ progress toward their goals is ongoing. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/7/2022 5:01 AM DATE MODIFIED: 3/7/2022 5:03 AM 6. If people want and expect change, a cognitive behavioral group leader would likely contend that it is important they do

which of the following? a. explore the past roots of a particular problem b. gain insight into the causes of a problem c. engage in detailed introspection d. take specific actions to effect change ANSWER: d RATIONALE: Cognitive behavioral therapy is action-oriented and therapists contend that it is not enough to simply want and need to change, specific actions must be taken to produce the desired change. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.2 - Describe the key concepts of the approach to cognitive behavioral group therapy. DATE CREATED: 3/7/2022 5:03 AM DATE MODIFIED: 3/7/2022 5:04 AM 7. Which of the following goals would be most characteristic of a cognitive behavioral group? a. to eliminate or acquire a certain behavior b. to integrate polarities within an individual c. to help members acquire insight into causes of problems d. to provide members with an awareness of the ego state in which they are functioning ANSWER: a RATIONALE: The most unique aspect of CBT with groups is the specific goals of change. A CBT approach to group therapy focuses more concretely on specific target areas of behavioral change (i.e., increasing or decreasing a behavior) than any other modality. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.2 - Describe the key concepts of the approach to cognitive behavioral group therapy. DATE CREATED: 3/7/2022 11:09 PM DATE MODIFIED: 3/7/2022 11:13 PM 8. Which of the following techniques is considered a behavioral technique? a. insight-based approaches b. the empty-chair technique c. dream interpretation d. self-reinforcement ANSWER: d RATIONALE: Self-reinforcement is a key method of helping members change. Participants are taught how to reinforce themselves to increase their self-control and become less dependent on others. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 12.2 - Describe the key concepts of the approach to cognitive behavioral group therapy. DATE CREATED: 3/7/2022 11:13 PM DATE MODIFIED: 3/7/2022 11:14 PM 9. Which of the following would be expected of a cognitive behavioral group therapist? a. teaching skills b. challenging transference c. interpreting impulses d. restructuring the ego ANSWER: a RATIONALE: Group leaders are expected to assume an active, directive, and supportive role in the group and to apply their knowledge of behavioral principles and skills to the resolution of problems. Through their conduct in a group, leaders model active participation and collaboration by their involvement with members in creating an agenda, generating adaptive responses, designing homework, and teaching skills POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.5 - Describe the role and functions of the CBT group therapist. DATE CREATED: 3/7/2022 11:14 PM DATE MODIFIED: 3/7/2022 11:16 PM 10. After a behavior has been modeled, group members in a cognitive behavioral group are typically asked to do which of the following? a. discuss it b. rehearse it c. critique it d. interpret it ANSWER: b RATIONALE: The aim of behavior rehearsal is to prepare members to perform the desired behaviors outside the group, when modeling cues will not be available. Behavioral rehearsal is an integral part of modeling, and members are typically asked to participate by performing the behavior immediately after it has been modeled for them. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/7/2022 11:16 PM DATE MODIFIED: 3/7/2022 11:17 PM 11. Which of the following is typically part of the early stages of a cognitive behavioral group? a. technique application b. identifying appropriate behavior c. treatment planning

d. learning how the group functions ANSWER: d RATIONALE: During the initial phase of a group, the CBT group leader assumes an active role in teaching members how to get the most from the group experience. In the early stage, members learn how the group functions and how each of the sessions is structured. Key tasks at this stage deal with helping members get acquainted, orienting members, increasing the motivation of group members, providing a sense of hope that change is possible, identifying problem areas for exploration, creating a sense of safety, and establishing the beginnings of cohesion. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/7/2022 11:18 PM DATE MODIFIED: 3/7/2022 11:19 PM 12. Which of the following may be a part of the working phase of a cognitive-behavioral group? a. taking the new behaviors into real life b. teaching about collaborative empiricism c. cognitive restructuring d. getting acquainted ANSWER: c RATIONALE: Cognitive restructuring, which is often used during the second stage of cognitive behavioral groups, is the process of identifying and evaluating one’s cognitions, understanding the negative behavioral impact of certain thoughts, and learning to replace these cognitions with more realistic, appropriate, and adaptive thoughts. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/7/2022 11:19 PM DATE MODIFIED: 3/7/2022 11:20 PM 13. A primary concern during the final stages of a cognitive behavioral group is which of the following? a. promoting transfer of learning b. developing a therapeutic contract c. role-playing various situations d. establishing baseline data ANSWER: a RATIONALE: During the final stage of a cognitive behavioral group, the leader is primarily concerned with having members transfer the changes they have exhibited in the group to their everyday environment. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/8/2022 12:50 AM DATE MODIFIED: 3/8/2022 12:52 AM 14. Behavioral assessment is characterized by which of the following? a. making inferences about underlying, unconscious processes b. a focus on current functioning and life conditions c. the assumption that the behaviors are symptoms of the real problem d. generalizing from sampled behaviors to the client’s entire personality ANSWER: b RATIONALE: Behavioral assessment (1) is aimed at gathering unique and detailed information about a client’s problem, (2) focuses on the client’s current functioning and life conditions, (3) is concerned with taking samples of a client’s behaviors to provide information about how the client typically functions in various situations, (4) is narrowly focused rather than dealing with a client’s total personality, and (5) is integrated with therapy. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.2 - Describe the key concepts of the approach to cognitive behavioral group therapy. DATE CREATED: 3/8/2022 12:52 AM DATE MODIFIED: 3/8/2022 12:58 AM 15. Generally, each CBT group session opens with group members doing which of the following? a. reiterating their established goals b. reporting on their homework c. reviewing what was discussed at the previous session d. saying something to each other group member ANSWER: b RATIONALE: Generally, each session opens with group members checking in by stating significant developments during the week, reporting on their homework, and identifying topics or issues they would like to put on the agenda for the session. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/8/2022 12:58 AM DATE MODIFIED: 3/8/2022 12:59 AM 16. According to Spiegler (2016), the problem-solving process in a cognitive behavioral group should start with which of the following? a. evaluating the effectiveness of solutions b. adopting a problem-solving orientation c. stating the desired outcome d. generating possible solutions ANSWER: b

RATIONALE:

According to Siegel, the first step is adopting a problem-solving orientation. Group members can be helped in assessing, defining, and understanding the problem. They need to understand that it is essential to identify problems when they occur so action can be taken. Individuals must also be convinced that skills can be acquired to cope with daily problems. Finally, it is important to carefully assess alternative courses of action when engaged in problem solving. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 12:59 AM DATE MODIFIED: 3/8/2022 1:00 AM 17. Which of the following therapy approaches involves identifying and evaluating one’s thoughts and beliefs? a. stress-inoculation training b. cognitive restructuring c. reframing d. behavioral alignment ANSWER: b RATIONALE: Cognitive restructuring is the process of identifying and evaluating one’s cognitions, understanding the negative behavioral impact of certain thoughts, and learning to replace these cognitions with more realistic, appropriate, and adaptive thoughts. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:01 AM DATE MODIFIED: 3/8/2022 1:02 AM 18. From the cognitive behavioral perspective, the final step of the problem-solving process involves which of the following? a. evaluating the outcomes b. defining the problem. c. brainstorming alternative solutions. d. implementing the solution ANSWER: a RATIONALE: The final, verification phase consists of having clients engage in self-monitoring and evaluating the consequences of their actions in everyday life situations. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group

DATE CREATED: DATE MODIFIED:

work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. 3/8/2022 1:02 AM 3/8/2022 1:03 AM

19. In a cognitive behavioral group, members and the leader are all involved in identifying thoughts and testing them to determine their accuracy in which process? a. collaborative empiricism b. peer reinforcement system c. cognitive restructuring d. dyadic support system ANSWER: a RATIONALE: Collaborative empiricism is the shared work of the group members and the leader in identifying thoughts and in testing them by looking for evidence to support or reject these thoughts. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/8/2022 1:03 AM DATE MODIFIED: 3/8/2022 1:04 AM 20. In a cognitive behavioral group, which of the following techniques helps members think about how they may address the problems they may have after the group is over? a. relapse prevention b. the behavior assessment process c. a cognitive experiment d. a shame-attacking exercise ANSWER: a RATIONALE: Relapse prevention helps members think about ways to deal with the potential problems they may face when they no longer have the support of a group. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:05 AM DATE MODIFIED: 3/8/2022 1:06 AM 21. From a cognitive-behavioral perspective, the concept of acceptance implies which of the following? a. resigning oneself to life’s problems b. experiencing the present without judgment c. being passive d. recognizing that not everything will work ANSWER: b RATIONALE: Acceptance involves receiving one’s present experience without judgment or preference, but

with curiosity and kindness, and striving for full awareness of the present moment. The concept of acceptance does not imply resigning oneself to life’s problems. Instead, acceptance is best viewed as a client’s ability to notice, accept, and even embrace private events. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:06 AM DATE MODIFIED: 3/8/2022 1:07 AM 22. Which of the following cognitive behavioral group therapy approaches has been demonstrated to be particularly useful in the treatment of clients with borderline personality disorder. a. mindfulness-Based Cognitive Therapy (MBCT) b. mindfulness-Based Stress Reduction (MBSR) c. dialectical Behavior Therapy (DBT) d. acceptance and Commitment Therapy (ACT) ANSWER: c RATIONALE: Considerable research supports the efficacy of using dialectical behavior therapy to help individuals diagnosed with borderline personality disorder and Linehan tailored elements of the theory and treatment to the complex challenges of individuals with a borderline personality disorder. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.8 - Describe the key features of these mindfulness and acceptance approaches: dialectical behavior therapy, mindfulness-based stress reduction, mindfulness-based cognitive therapy, and acceptance and commitment therapy. DATE CREATED: 3/8/2022 1:07 AM DATE MODIFIED: 3/8/2022 1:09 AM 23. Which of the following cognitive behavioral approaches involves clients learning through the observation of others? a. self-reinforcement b. modeling c. collaborative empiricism d. problem solving ANSWER: b RATIONALE: Modeling refers to a process in which clients learn through observation and imitation of both the leader and the other members. Although verbal instruction is useful, by itself it is usually not sufficient to bring about behavior change. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:09 AM DATE MODIFIED: 3/8/2022 1:10 AM 24. Which cognitive behavioral intervention was designed to help clients develop the motivation to change and is concerned with issues like resistance and relapse? a. stress inoculation training (SIT) b. relaxation-based cognitive training (RBCT) c. stress elimination training (SET) d. new age stress reduction training ANSWER: a RATIONALE: Meichenbaum is concerned with more than merely teaching people specific coping skills. His program is designed to prepare clients for interventions and motivate them to change, and it deals with issues such as resistance and relapse. Stress inoculation training (SIT) consists of a combination of elements of information giving, Socratic discussion, cognitive restructuring, problem solving, relaxation training, behavioral and imagined rehearsals, self-monitoring, self-instruction, self-reinforcement, and environmental change. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.8 - Describe the key features of these mindfulness and acceptance approaches: dialectical behavior therapy, mindfulness-based stress reduction, mindfulness-based cognitive therapy, and acceptance and commitment therapy. DATE CREATED: 3/8/2022 1:10 AM DATE MODIFIED: 3/8/2022 1:11 AM 25. In which of the following cognitive behavioral techniques are clients encouraged to perform small steps leading to a goal? a. graded task assignment b. cognitive behavioral baby step c. coping sequence exercise d. goal completion activity ANSWER: a RATIONALE: The graded task assignment is a shaping strategy in which clients are encouraged to perform small sequential steps leading to a goal. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:11 AM DATE MODIFIED: 3/8/2022 1:12 AM 26. According to Beck, dysfunctional beliefs contribute to depression. a. True

b. False ANSWER: RATIONALE:

True According to negative thoughts reflect underlying dysfunctional beliefs and assumptions. When these beliefs are triggered by situational events, a depressive pattern is put in motion.

POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.1 - Identify common attributes shared by the various cognitive behavioral approaches. DATE CREATED: 3/8/2022 1:13 AM DATE MODIFIED: 3/8/2022 1:13 AM 27. A key characteristic cognitive behavioral group therapy is the emphasis on the demonstrable effectiveness of the methods. a. True b. False ANSWER: True RATIONALE: Group practitioners who function within a cognitive behavioral framework may develop techniques and strategies from diverse theoretical viewpoints. However, the effectiveness of these methods in meeting therapeutic goals should be scientifically demonstrated. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.1 - Identify common attributes shared by the various cognitive behavioral approaches. DATE CREATED: 3/8/2022 1:14 AM DATE MODIFIED: 3/8/2022 1:15 AM 28. From a cognitive behavioral perspective, the results of the behavioral assessment guide the treatment plan. a. True b. False ANSWER: True RATIONALE: Behavioral assessment consists of a set of procedures used to obtain information that will guide the development of a tailor-made treatment plan for each client and help measure the effectiveness of treatment. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.2 - Describe the key concepts of the approach to cognitive behavioral group therapy. DATE CREATED: 3/8/2022 1:15 AM DATE MODIFIED: 3/8/2022 1:15 AM 29. In cognitive behavioral therapy, assessment is subjective. a. True b. False

ANSWER: RATIONALE:

False Once target behaviors have been clearly identified, treatment goals specified, and therapeutic procedures delineated, the outcomes of therapy can be objectively assessed. Because CBT groups emphasize the importance of evaluating the effectiveness of the techniques they employ, assessment of clients’ progress toward their goals is ongoing. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.2 - Describe the key concepts of the approach to cognitive behavioral group therapy. DATE CREATED: 3/8/2022 1:16 AM DATE MODIFIED: 3/8/2022 1:16 AM 30. In cognitive behavioral group therapy approaches, modeling refers to practicing a new behavior. a. True b. False ANSWER: False RATIONALE: Practicing a new behavior within the group that could be used in everyday situations is called behavioral rehearsal. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.3 - Understand how cognitive methods can be applied to change thinking and behavior. DATE CREATED: 3/8/2022 1:16 AM DATE MODIFIED: 3/8/2022 1:17 AM 31. In cognitive behavioral therapy, the shared work of identifying and testing potentially dysfunctional thoughts is called collaborative empiricism. a. True b. False ANSWER: True RATIONALE: Collaborative empiricism is the shared work of the group members and the leader in identifying thoughts and in testing them by looking for evidence to support or reject these thoughts. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.3 - Understand how cognitive methods can be applied to change thinking and behavior. DATE CREATED: 3/8/2022 1:18 AM DATE MODIFIED: 3/8/2022 1:18 AM 32. In cognitive behavioral thearpy, cognitive restructuring involves replacing dysfunctional thoughts with more adaptive thoughts.

a. True b. False ANSWER: RATIONALE:

True Cognitive restructuring is the process of identifying and evaluating one’s cognitions, understanding the negative behavioral impact of certain thoughts, and learning to replace these cognitions with more realistic, appropriate, and adaptive thoughts. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.4 - Describe some cognitive methods used to replace negative cognitions with constructive ways of thinking. DATE CREATED: 3/8/2022 1:18 AM DATE MODIFIED: 3/8/2022 1:19 AM 33. The main goal of the cognitive behavioral approach to problem solving is to prevent future problems from occurring. a. True b. False ANSWER: False RATIONALE: The main goal is to identify the most effective solution to a problem and to provide systematic training in cognitive and behavioral skills so the client can generate more adaptive ways of coping with stressful problems in living and also cope effectively with future problems. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.4 - Describe some cognitive methods used to replace negative cognitions with constructive ways of thinking. DATE CREATED: 3/8/2022 1:20 AM DATE MODIFIED: 3/8/2022 1:20 AM 34. According to Bandura, much of what is learned through experience can be learned by observing others. a. True b. False ANSWER: True RATIONALE: Bandura (1969, 1977, 1986) suggests that most of the learning that takes place through direct experience can also be acquired by observing the behavior of others. In Bandura’s view, one of the fundamental processes by which clients learn new behavior is imitation of the social modeling provided by the therapist. Therefore, group leaders need to be aware of the impact their values, attitudes, and behaviors may have on group members, as well as those behaviors that members model to each other. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.5 - Describe the role and functions of the CBT group therapist.

DATE CREATED: DATE MODIFIED:

3/8/2022 1:20 AM 3/8/2022 1:21 AM

35. In cognitive behavioral therapy, a good relationship with the therapist is both necessary and sufficient for change. a. True b. False ANSWER: False RATIONALE: A basic assumption of CBT is that a good working relationship between the leader and members is a necessary, but not sufficient, condition for change. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.5 - Describe the role and functions of the CBT group therapist. DATE CREATED: 3/8/2022 1:21 AM DATE MODIFIED: 3/8/2022 1:22 AM 36. An important part of the initial stage of cognitive behavioral group therapy is explaining the method and rationale to participants. a. True b. False ANSWER: True RATIONALE: Prospective group members generally know very little about cognitive behavioral programs, so it is important that they be given all the pertinent information about the group process before they join. Group members need to be informed about what cognitive behavioral therapy is, how it works, and what is unique about this therapeutic approach. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/8/2022 1:22 AM DATE MODIFIED: 3/8/2022 1:23 AM 37. In a cognitive behavioral group, modeling may be carried out through role playing. a. True b. False ANSWER: True RATIONALE: Modeling specific behavior may carried out in role playing during the sessions and practiced in the clients’ real lives outside of group. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/8/2022 1:23 AM DATE MODIFIED: 3/8/2022 1:24 AM

38. Homework is considered essential in cognitive behavioral groups. a. True b. False ANSWER: True RATIONALE: Therapeutic homework (or out-of-group activities) is aimed at putting into action what members explore during a group session. In cognitive behavioral groups, homework is an essential part of the process. The more time group members are willing to commit to working on their problems outside of the therapeutic context, the more likely it is that they will make positive gains. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:24 AM DATE MODIFIED: 3/8/2022 1:25 AM 39. Social reinforcement may be provided by both group leaders and members in a cognitive behavioral group. a. True b. False ANSWER: False RATIONALE: Reinforcement refers to a specified event that strengthens the tendency for a response to be repeated. In behavioral groups, social reinforcement is a major intervention provided by the group leader and by other members. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:25 AM DATE MODIFIED: 3/8/2022 1:26 AM 40. Dialectical behavior therapy has been demonstrated to be effective in the treatment of borderline personality disorder. a. True b. False ANSWER: False RATIONALE: Dialectical behavior therapy has been demonstrated to be effective in the treatment of borderline personality disorder and was, in fact, developed expressly for that population. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.8 - Describe the key features of these mindfulness and acceptance approaches: dialectical behavior therapy, mindfulness-based stress reduction, mindfulness-based cognitive therapy, and acceptance and commitment therapy.

DATE CREATED: DATE MODIFIED:

3/8/2022 1:26 AM 3/8/2022 1:27 AM

41. In acceptance and commitment therapy, clients are taught to avoid negative thoughts and feelings. a. True b. False ANSWER: False RATIONALE: Acceptance and commitment therapy involves not just tolerating all types of thoughts, including negative ones, but embracing them in a nonjudgmental way. It is designed to help clients learn that suppressing negative or unwanted thoughts or painful feelings does not work. The avoidance of negative emotions leads to greater suffering. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.8 - Describe the key features of these mindfulness and acceptance approaches: dialectical behavior therapy, mindfulness-based stress reduction, mindfulness-based cognitive therapy, and acceptance and commitment therapy. DATE CREATED: 3/8/2022 1:27 AM DATE MODIFIED: 3/8/2022 1:28 AM 42. Because of its individualized approach, cognitive behavioral therapy is particularly well-suited to multicultural settings. a. True b. False ANSWER: True RATIONALE: Spiegler (2016) contends that CBT is inherently suited to treating diverse client populations due to its emphasis on individualized treatment and the external environment, its psychoeducational focus, and the active nature of the approach. POINTS: 1 REFERENCES: Applying the Cognitive Behavioral Approach With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.9 - Identify the strengths of cognitive behavior therapy from a multicultural perspective. DATE CREATED: 3/8/2022 1:28 AM DATE MODIFIED: 3/8/2022 1:29 AM 43. Understanding the client’s beliefs and values is an important part of cognitive behavioral therapy. a. True b. False ANSWER: True RATIONALE: Beck and Weishaar (2019) point out that cognitive therapy begins with an understanding of a client’s beliefs and values, which exist within a cultural context. POINTS: 1 REFERENCES: Applying the Cognitive Behavioral Approach With Multicultural Populations QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.9 - Identify the strengths of cognitive behavior therapy from a multicultural perspective. DATE CREATED: 3/8/2022 1:29 AM DATE MODIFIED: 3/8/2022 1:30 AM 44. The highly structured nature of cognitive behavioral groups ensures that everyone’s needs will be met. a. True b. False ANSWER: False RATIONALE: When groups are too highly structured, as cognitive behavioral groups can often become, individual clients may be prevented from meeting their personal needs. POINTS: 1 REFERENCES: Evaluation of the Cognitive Behavioral Approaches to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.10 - Identify some key contributions and limitations of CBT group therapy. DATE CREATED: 3/8/2022 1:30 AM DATE MODIFIED: 3/8/2022 1:31 AM 45. Cognitive behavioral approaches seek to tailor specific strategies to each client. a. True b. False ANSWER: True RATIONALE: Because of its emphasis on assessment, treatment planning, and ongoing evaluation of progress, the cognitive behavioral approach tailors strategies to meet the needs of clients. POINTS: 1 REFERENCES: Evaluation of the Cognitive Behavioral Approaches to Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 12.10 - Identify some key contributions and limitations of CBT group therapy. DATE CREATED: 3/8/2022 1:31 AM DATE MODIFIED: 3/8/2022 1:32 AM 46. Identify and discuss two factors that cognitive behavioral approaches have in common. ANSWER: Answers will vary but may include at least two of the following: Cognitive behavior therapy (CBT) is a structured and present-oriented approach that assists clients in developing strategies to modify dysfunctional thoughts and behaviors and replace them with functional thoughts and behaviors. A basic assumption of the cognitive behavioral perspective is that most problematic behaviors, cognitions, and emotions have been learned and can be modified by new learning. This process is often called “therapy,” but a significant component of the process is educational. Members of a group are involved in a teaching and learning process and are taught how to develop a new perspective on ways of learning. Another assumption of the cognitive behavioral orientation is that the behaviors clients

express are the problem (not merely symptoms of the problem). Successful resolution of these problematic behaviors resolves the problem, and a new set of problems does not necessarily arise. The cognitive behavioral approach assumes that change can take place without emphasizing the role of insight into underlying dynamics. Group practitioners who function within a cognitive behavioral framework may develop techniques and strategies from diverse theoretical viewpoints. However, the effectiveness of these methods in meeting therapeutic goals should be scientifically demonstrated. The cognitive behavioral group leader is both a clinician and a scientist who is concerned with testing the efficacy of the techniques employed. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 12.1 - Identify common attributes shared by the various cognitive behavioral approaches. DATE CREATED: 3/8/2022 1:32 AM DATE MODIFIED: 3/8/2022 1:33 AM 47. Describe the stages in the development of cognitive behavior therapy groups from the initial stages to termination and follow-up. ANSWER: Answers will vary but may include the following: Initial Stage: Prospective group members generally know very little about cognitive behavioral programs, so it is important that they be given all the pertinent information about the group process before they join. Pregroup individual interviews and the first group session are devoted to exploring the prospective members’ expectations and to helping them decide whether they will join the group. During the initial phase of a group, the CBT group leader assumes an active role in teaching members how to get the most from the group experience. In the early stage, members learn how the group functions and how each of the sessions is structured. Key tasks at this stage deal with helping members get acquainted, orienting members, increasing the motivation of group members, providing a sense of hope that change is possible, identifying problem areas for exploration, creating a sense of safety, and establishing the beginnings of cohesion. Working Stage: Treatment Plan and Application of Techniques: In CBT, treatment involves both the client and the therapist taking an active role. The collaborative partnership can be described as the therapist being the expert on implementing specific therapy techniques, whereas clients are the experts on their own life and experience. Treatment planning involves choosing the most appropriate set of procedures from among specific strategies that have been demonstrated to be effective in achieving behavioral change. Assessment and evaluation continue throughout the working stage, and group leaders must continually evaluate the degree of effectiveness of the sessions and how well treatment goals are being attained. Final Stage: During the final stage of a cognitive behavioral group, the leader is primarily concerned with having members transfer the changes they have exhibited in the group to their everyday environment. Practice sessions involving simulations of the real world are used to promote this transfer. Members rehearse what they want to say to significant people in their life and practice new behaviors. Feedback from others in the group, along with coaching, can be most

useful at the final stage. POINTS: 1 REFERENCES: Stages of a Cognitive Behavioral Group QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 12.6 - Describe the stages of a cognitive behavioral group. DATE CREATED: 3/8/2022 1:33 AM DATE MODIFIED: 3/8/2022 1:34 AM 48. Discuss the importance of evaluation to a cognitive behavioral group? ANSWER: Answers will vary but may include the following: Because CBT groups emphasize the importance of evaluating the effectiveness of the techniques they employ, assessment of clients’ progress toward their goals is ongoing. If a group meets for 10 weeks for social skills training, for example, baseline data on these skills are likely to be taken at the initial session. At every subsequent session, an assessment of behavioral changes may be made so members can determine how successfully their objectives are being met. Providing members with feedback is a vital part of cognitive behavioral group therapy. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 12.2 - Describe the key concepts of the approach to cognitive behavioral group therapy. DATE CREATED: 3/8/2022 1:34 AM DATE MODIFIED: 3/8/2022 1:35 AM 49. Discuss the assumptions and uses of dialectical behavior therapy . ANSWER: Answers will vary but may include the following: Dialectical behavior therapy (DBT) integrates cognitive behavioral concepts with the mindfulness training of Eastern psychological and spiritual practices to help clients regulate their emotions and behavior. Linehan formulated DBT for clients whose symptoms include behaviors resulting in nonfatal self-harm that are typical of an individual diagnosed as having a borderline personality disorder, but these symptoms may also be encountered with other clients. DBT emphasizes the importance of the psychotherapeutic relationship, validation of the client, and the etiologic importance of the client having experienced an “invalidating environment” as a child. The learning emphasis in DBT is an empirically validated treatment approach. Considerable research supports the efficacy of using DBT to help individuals diagnosed with borderline personality disorder and the basic concepts and strategies of DBT are now being applied to a wide range of problems, including anxiety disorders, depression, eating disorders, substance-use disorders, and trauma-based problems. DBT involves teaching clients both mindfulness and acceptance. The practice of acceptance requires being in the present moment, seeing reality as it is without distortions, without judgment, without evaluation, and without trying to hang on to an experience or to get rid of it. It involves entering fully into activities of the present moment without separating oneself from ongoing events and interactions. In DBT clients are taught skills for accepting life as it

is. Mindfulness skills are taught over two or three group sessions and then reviewed later. Some of these skills include focusing on breathing, staying with a present activity, identifying and describing feelings, attending to emotions without trying to avoid them when they are painful, letting thoughts flow, assuming a nonjudgmental stance, focusing on one thing at a time, and accepting all feelings. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 12.7 - Define and describe the following cognitive behavioral techniques used in group work: modeling, behavior rehearsal, homework, feedback, and cognitive restructuring. DATE CREATED: 3/8/2022 1:36 AM DATE MODIFIED: 3/8/2022 1:36 AM 50. Discuss three reasons cognitive behavioral methods may be particularly well-suited for use with groups with children. ANSWER: Answers will vary but may include the following: • CBT principles are easy to understand, and they can be adapted to children of most ages and from many cultural backgrounds. • CBT groups tend to be short term and employ brief interventions, which is a good fit for school settings where time is limited. • The teachable concepts can be translated into acquiring life skills. • Children and adolescents can learn emotional and behavioral self-control through understanding the connection between thoughts, feelings, and behaviors. • CBT groups help students cope with what they can change and learn to accept what they cannot change. • The cognitive principles empower young people to deal with both present concerns and future problems. POINTS: 1 REFERENCES: Applying the Cognitive Behavioral Approach to Group Work in Schools QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 12.8 - Describe the key features of these mindfulness and acceptance approaches: dialectical behavior therapy, mindfulness-based stress reduction, mindfulness-based cognitive therapy, and acceptance and commitment therapy. DATE CREATED: 3/8/2022 1:37 AM DATE MODIFIED: 3/8/2022 1:38 AM

Chapter 13: Rational Emotive Behavior Therapy in Groups 1. According to a Rationale Emotive Behavioral Therapy (REBT) perspective, people develop psychological disturbances primarily due to which of the following? a. a traumatic event b. failure to receive love from significant others c. their irrational beliefs about certain events d. unfinished business from their past ANSWER: c RATIONALE: REBT asserts that psychological disturbances are the result of irrational beliefs about situations and events. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 1:50 AM DATE MODIFIED: 3/8/2022 1:52 AM 2. The REBT approach considers the relationship between the group leader and members to be best described by which of the following? a. important mainly as a means to achieving outcomes b. the central therapeutic tool c. of very little importance d. a distraction that can get in the way of progress ANSWER: a RATIONALE: The rational emotive behavior approach to group therapy (REBT) considers the relationship between the group leader and the members to be important mainly as a means of achieving and maintaining results. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 1:53 AM DATE MODIFIED: 3/8/2022 1:54 AM 3. Which of the following is an important part of REBT? a. experiencing catharsis b. replacing irrational beliefs with rational ones c. bringing ego states into balance. d. releasing blocked energy ANSWER: b RATIONALE: In order to lead more satisfying lives, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate these beliefs, and to replace them with rational beliefs. POINTS: 1

REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 1:54 AM DATE MODIFIED: 3/8/2022 1:56 AM 4. Which of the following is associated with the REBT group? a. analysis of dreams b. the empty-chair method c. homework assignments d. analysis of rackets ANSWER: c RATIONALE: Those who participate in REBT groups are given cognitive homework assignments that focus on ways to apply the A-B-C theory to many of the problems in daily life. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 1:56 AM DATE MODIFIED: 3/8/2022 1:57 AM 5. An REBT group leader is likely to be particularly interested in which of the following? a. creating a climate in a group where members can reenact unfinished business from their past b. showing members how they have created their own emotional and behavioral disturbances c. helping members resolve transference relationships within the group d. assisting members to fully experience whatever they are feeling in the present moment ANSWER: b RATIONALE: The group leader helps members learn how to apply the principles and procedures of REBT in group sessions. This includes teaching the A-B-C model and helping group members understand how their dysfunctional beliefs create behavioral and emotional disturbances. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.5 - Describe the role and functions of the REBT group therapist. DATE CREATED: 3/8/2022 1:57 AM DATE MODIFIED: 3/8/2022 1:59 AM 6. From an REBT perspectives, a group leader’s approach to members’ illogical beliefs is best described by which of the following? a. easily changed once the person sees they are illogical b. the inevitable result of activating events c. so deeply ingrained that they will not change easily d. caused by lack of love from parents

ANSWER: RATIONALE:

c REBT asserts that people’s irrational beliefs can be so deeply ingrained that they may not change easily, and leaders employ a variety of active cognitive, behavioral, and emotive techniques to bring about cognitive changes. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.5 - Describe the role and functions of the REBT group therapist. DATE CREATED: 3/8/2022 1:59 AM DATE MODIFIED: 3/8/2022 2:01 AM 7. In an REBT group, homework assignments are best described by which of the following? a. often counterproductive b. carried out in daily life c. done during the group as role-plays d. optional, since REBT works without them ANSWER: b RATIONALE: Those who participate in REBT groups are given cognitive homework assignments that focus on ways to apply the A-B-C theory to many of the problems in daily life. The action of applying the method to everyday life is essential to the success of the approach. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. DATE CREATED: 3/8/2022 2:01 AM DATE MODIFIED: 3/8/2022 2:03 AM 8. Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. a. rarely done b. of a strictly cognitive nature c. designed primarily to evoke intense feelings d. involves emotional, cognitive, and behavioral components ANSWER: d RATIONALE: There are emotional, cognitive, and behavioral components in role playing. Not only can role playing bring objective insights and ease members’ emotional disturbances, but it also provides opportunities for members to experiment with a host of new behaviors. In an REBT group, role playing also involves a cognitive evaluation of the feelings and beliefs that are experienced. Indeed, role playing can result in modifying a member’s way of thinking, feeling, and behaving. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.8 - Describe the behavioral methods used in REBT groups.

DATE CREATED: DATE MODIFIED:

3/8/2022 2:05 AM 3/8/2022 2:13 AM

9. REBT aims at providing group members with tools for which of the following? a. avoiding negative events b. experiencing healthy emotions c. increasing positive reinforcement d. identifying toxic relationships ANSWER: b RATIONALE: REBT aims to provide members with tools for experiencing healthy emotions about negative activating events rather than unhealthy emotions. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 2:14 AM DATE MODIFIED: 3/8/2022 2:19 AM 10. The role of the REBT group leader can be best characterized as which of the following? a. a didactic and highly directive role b. a “cheerleader for change” c. an “I-Thou” model of relating d. a blank screen that receives projections ANSWER: a RATIONALE: REBT group counselors educate group members about the origin of their disturbance and how they can make constructive changes. This role is inherently active. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.5 - Describe the role and functions of the REBT group therapist. DATE CREATED: 3/8/2022 2:19 AM DATE MODIFIED: 3/8/2022 2:21 AM 11. The role of the REBT group leader includes which of the following? a. helping group members to identify and challenge the irrational beliefs b. demonstrating to group members why their values are fundamentally wrong c. telling group members, the unconscious motivations for their behavior d. assuming the role of an autocrat in telling members which behaviors to change ANSWER: a RATIONALE: In REBT, group leaders help group members identify and dispute their irrational beliefs. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False

LEARNING OBJECTIVES: LO 13.5 - Describe the role and functions of the REBT group therapist. DATE CREATED: 3/8/2022 5:05 AM DATE MODIFIED: 3/8/2022 5:06 AM 12. REBT groups may include which of the following methods? a. analysis of unconscious motives b. didactic teaching methods c. Ego-centered exercises d. existential dialogues ANSWER: b RATIONALE: REBT includes explicit teaching of the A-B-C model and methods of identifying and changing irrational thoughts. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. DATE CREATED: 3/8/2022 5:06 AM DATE MODIFIED: 3/8/2022 5:09 AM 13. REBT belongs to which general theoretical approach? a. psychodynamic b. client-centered c. existential d. cognitive-behavioral ANSWER: d RATIONALE: Since it focuses on individual’s thoughts and how they impact their reactions and behaviors. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 5:09 AM DATE MODIFIED: 3/8/2022 5:14 AM 14. According to REBT, change will come about a. mainly by a commitment to consistently practice new behaviors that challenge old and ineffective ones. b. only when we discover the source of our problems. c. after we relive a traumatic situation in therapy and work through the impasse that prevents new growth. d. by awareness itself. ANSWER: a RATIONALE: According to REBT, change does not occur as a result of insight, but requires that we commit to challenging irrational beliefs and practicing new behaviors. POINTS: 1 REFERENCES: Introduction

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 5:15 AM DATE MODIFIED: 3/8/2022 5:16 AM 15. According to REBT, feelings of anxiety, depression, rejection, anger, and guilt are initiated and perpetuated by which of the following? a. unfortunate events that happen to us b. a self-defeating belief system c. a significant person in our life who rejects us d. a faulty life script ANSWER: b RATIONALE: According to REBT model’s A-B-C, our self-defeating beliefs about situations and events lead to unhealthy emotional reactions. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 5:17 AM DATE MODIFIED: 3/8/2022 5:18 AM 16. During the initial session, an REBT group leader is most likely to begin with which of the following approaches? a. asking the members to complete the life-script checklist b. using nonverbal experiential exercises to build trust c. teaching members A-B-C theory d. direct and confrontive techniques to address the members’ irrational thinking ANSWER: c RATIONALE: The A-B-C theory of personality and emotional disturbance is central to REBT theory and practice and group leaders begin by teaching members about the model. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 5:18 AM DATE MODIFIED: 3/8/2022 5:20 AM 17. REBT leaders should focus on providing members with which of the following? a. conditional acceptance b. warmth and approval c. unconditional acceptance d. unconditional love ANSWER: c RATIONALE: REBT group practitioners do their best not only to teach members the REBT principles but

also to model them, including by providing group members with unconditional acceptance. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 5:20 AM DATE MODIFIED: 3/8/2022 5:21 AM 18. The main purpose of using emotive techniques in REBT is to do which of the following? a. dispute members’ irrational beliefs. b. help group members release their blocked emotional pain. c. provide members with much needed support. d. assist members in becoming more reliant on their emotions as a basis for decision making. ANSWER: a RATIONALE: Emotive techniques tend to be vivid and evocative in nature, and their main purpose is to encourage clients to dispute their irrational beliefs. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.7 - Describe the emotive methods used in REBT groups. DATE CREATED: 3/8/2022 5:21 AM DATE MODIFIED: 3/8/2022 5:22 AM 19. Leaders use which of the following to show group members how ridiculous some of their irrational ideas actually are. a. sarcasm b. mockery c. humor d. embarrassment-inducing techniques ANSWER: c RATIONALE: One of the main ways REBT combats the kind of exaggerated thinking that leads people into trouble is by using a good deal of humor. Group members are encouraged to laugh—not at themselves but at their self-defeating beliefs. Leaders use humor to show group members how self-defeating some of their irrational ideas actually are. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.7 - Describe the emotive methods used in REBT groups. DATE CREATED: 3/8/2022 5:23 AM DATE MODIFIED: 3/8/2022 5:24 AM 20. Which technique involves confronting challenging situations? a. embarrassment-inducing b. PYA (Push Your Ass)

c. Bond-007 d. Shame Hall of Fame ANSWER: b RATIONALE: Group participants engage in the PYA (Push Your Ass) technique, deliberately forcing themselves to confront difficult tasks until they learn how to cope when encountering fearful situations. Partly by doing the fearful thing many times in carrying out their homework assignments, they eventually conquer their fears. These assignments, which are often suggested by the leader, may be carried out in the group itself or outside of it; in the latter case, the person reports the results to the group at the next session. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.8 - Describe the behavioral methods used in REBT groups. DATE CREATED: 3/8/2022 5:26 AM DATE MODIFIED: 3/8/2022 5:27 AM 21. According to REBT, irrational beliefs tend to be which of the following? a. fluid b. easy to change c. quite rare d. absolutist ANSWER: d RATIONALE: When unfortunate events occur, we tend to create irrational beliefs about these events that are characterized by absolutist and dogmatic thinking. Unfortunate events by themselves do not cause emotional disturbance; rather, it is the irrational beliefs we create about these events that often lead to psychological problems. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.4 - List the key goals of an REBT group. DATE CREATED: 3/8/2022 5:27 AM DATE MODIFIED: 3/8/2022 5:31 AM 22. An important benefit to using REBT methods in schools lies in which of the following? a. teaching students how to cope with situations that are beyond their control b. helping students understand why negative events are typically their fault c. understanding how unconscious processes influence their behavior d. changing others, so those others will be easier to deal with ANSWER: a RATIONALE: A main benefit in a school setting is helping children and adolescents deal with situations that are beyond their control. Using the A-B-C framework, group leaders can help students identify their problematic beliefs and replace them with more functional beliefs. POINTS: 1 REFERENCES: Applying Rational Emotive Behavior Therapy to Group Work in Schools QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.4 - List the key goals of an REBT group. DATE CREATED: 3/8/2022 5:32 AM DATE MODIFIED: 3/8/2022 5:33 AM 23. In dealing with multicultural groups, leaders should exercise caution in addressing which of the following? a. appropriate catharsis b. cultural values c. factual knowledge d. rational principles ANSWER: b RATIONALE: REBT can be a forceful approach, and the group leader must exert caution in interpreting certain beliefs as being irrational. Some active-directive practitioners had best be mindful that they don’t adopt an overly authoritarian style, which is likely to result in neglecting important individual and multicultural influences and may result in resistance from group members. What may seem like an irrational belief to therapists may be a long-cherished value that influences the individual. It is critical that group leaders not err by imposing their own standards and values on group members. POINTS: 1 REFERENCES: Applying Rational Emotive Behavior Therapy With Multicultural Populations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.9 - Explain how REBT principles and methods can be used in multicultural groups. DATE CREATED: 3/8/2022 5:33 AM DATE MODIFIED: 3/8/2022 5:34 AM 24. REBT focuses on techniques that do which of the following? a. change unacceptable behavior b. increase awareness of motives c. change self-defeating thoughts d. resolve past conflicts ANSWER: c RATIONALE: REBT focuses on specific techniques for changing a client’s self-defeating thoughts in concrete situations. In addition to modifying beliefs, this approach helps group members see how their beliefs influence how they feel and what they do. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. DATE CREATED: 3/8/2022 5:34 AM DATE MODIFIED: 3/8/2022 5:35 AM 25. Which of the following helps people make themselves less disturbed? a. cognitive restructuring b. conditional self-acceptance

c. shame-increasing exercises d. inappropriate humor ANSWER: a RATIONALE: Cognitive restructuring, a central technique of REBT therapy, teaches people how to make themselves less disturbed by actively and forcefully disputing these irrational beliefs until they surrender them. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. DATE CREATED: 3/8/2022 5:36 AM DATE MODIFIED: 3/8/2022 5:36 AM 26. The B in the A-B-C model stands for behavior. a. True b. False ANSWER: False RATIONALE: The B of the A-B-C model stands for beliefs = specifically the beliefs we hold about a particular situation or event. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 5:37 AM DATE MODIFIED: 3/8/2022 5:37 AM 27. The C of the A-B-C model stands for consequences. a. True b. False ANSWER: True RATIONALE: The C of the A-B-C model stands for the emotional consequences, which stem from beliefs (B) about antecedents (A). POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.1 - Describe what is involved in the A-B-C theory as it applies to an REBT group. DATE CREATED: 3/8/2022 5:38 AM DATE MODIFIED: 3/8/2022 5:38 AM 28. REBT holds that emotional reactions to situations are the result of our beliefs about the situations. a. True b. False

ANSWER: RATIONALE:

True The A-B-C theory maintains that when we have an emotional reaction at point C (the emotional Consequence), after some Activating event that occurred at point A, it is not the event itself (A) that causes the emotional state (C), although it may contribute to it. It is the Belief system (B), or the beliefs that we have about the event, that mainly creates C. POINTS: 1 REFERENCES: A head QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.2 - Explain how the availability heuristic, illusory correlations, and the representative heuristic can cause errors in reasoning. DATE CREATED: 3/8/2022 5:38 AM DATE MODIFIED: 3/8/2022 5:39 AM 29. According REBT’s A-B-C model, clients should focus their time, attention, and energy on A, since that starts the dysfunctional sequence. a. True b. False ANSWER: False RATIONALE: Ellis and Ellis (2019) maintain that we have the capacity to significantly change our cognitions, emotions, and behaviors. We can best accomplish this goal by avoiding preoccupying ourselves with the activating events at A and by acknowledging the futility of dwelling endlessly on the emotional consequences at C. We can choose to identify, examine, challenge, and dispute the B’s—the irrational beliefs we hold about the activating events at A. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.2 - Explain how the availability heuristic, illusory correlations, and the representative heuristic can cause errors in reasoning. DATE CREATED: 3/8/2022 5:39 AM DATE MODIFIED: 3/8/2022 5:40 AM 30. According to Albert Ellis, suffering is an optional part of life. a. True b. False ANSWER: False RATIONALE: A famous saying of Albert Ellis (Ellis & Ellis, 2019a) is that “life has inevitable suffering as well as pleasure. By realistically thinking, feeling, and acting to enjoy what you can, and unangrily and unwhiningly accepting painful aspects that cannot be changed, you open yourself to much joy.” POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.3 - Explain how the myside bias, confirmation bias, and limitations to our ability to objectively evaluate evidence can influence our judgments.

DATE CREATED: DATE MODIFIED:

3/8/2022 5:40 AM 3/8/2022 5:41 AM

31. The “D” that clients are taught after they understand and apply the A-B-Cs of behavior refers to disputing their irrational beliefs. a. True b. False ANSWER: True RATIONALE: When group members have come to see how their irrational beliefs are contributing to their emotional and behavioral disturbances, they are ready to Dispute (D) these beliefs. D represents the application of scientific principles to challenge self-defeating philosophies and to dispose of unrealistic and unverifiable hypotheses. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.3 - Explain how the myside bias, confirmation bias, and limitations to our ability to objectively evaluate evidence can influence our judgments. DATE CREATED: 3/8/2022 5:41 AM DATE MODIFIED: 3/8/2022 5:42 AM 32. REBT group members are taught that their emotional reactions are primarily determined by the situations in which they find themselves. a. True b. False ANSWER: False RATIONALE: Group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their life. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.4 - List the key goals of an REBT group. DATE CREATED: 3/8/2022 5:42 AM DATE MODIFIED: 3/8/2022 5:42 AM 33. The development of goals in an REBT group is a collaborative process. a. True b. False ANSWER: True RATIONALE: REBT is a collaborative effort on the part of both the group leader and the members in choosing realistic and self-enhancing outcome goals. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.4 - List the key goals of an REBT group. DATE CREATED: 3/8/2022 5:43 AM DATE MODIFIED: 3/8/2022 5:43 AM 34. REBT group leaders function as educators. a. True b. False ANSWER: True RATIONALE: REBT group counselors educate group members about the origin of their disturbance and how they can make constructive changes. Psychoeducation is a key component of this theory. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.5 - Describe the role and functions of the REBT group therapist. DATE CREATED: 3/8/2022 5:44 AM DATE MODIFIED: 3/8/2022 5:45 AM 35. REBT group leaders employ action-oriented interventions. a. True b. False ANSWER: True RATIONALE: REBT asserts that people’s irrational beliefs can be so deeply ingrained that they may not change easily, and leaders employ a variety of active cognitive, behavioral, and emotive techniques to bring about cognitive changes. REBT group practitioners favor action-oriented interventions such as questioning, disputing, negotiating homework assignments, and helping members try new ways of thinking, feeling, and doing. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.5 - Describe the role and functions of the REBT group therapist. DATE CREATED: 3/8/2022 5:45 AM DATE MODIFIED: 3/8/2022 5:46 AM 36. Cognitive homework helps group members apply the A-B-C approach to their everyday lives. a. True b. False ANSWER: True RATIONALE: Those who participate in REBT groups are given cognitive homework assignments that focus on ways to apply the A-B-C theory to many of the problems in daily life. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and

DATE CREATED: DATE MODIFIED:

replace them with realistic beliefs. 3/8/2022 5:46 AM 3/8/2022 5:46 AM

37. REBT group leaders dispute irrational beliefs in a vigorous way. a. True b. False ANSWER: True RATIONALE: In their active and didactic role, REBT leaders focus on disputing faulty beliefs. For best results, very vigorous and ongoing disputation is required. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. DATE CREATED: 3/8/2022 5:47 AM DATE MODIFIED: 3/8/2022 5:47 AM 38. REBT group leaders should avoid unconditionally accepting group members. a. True b. False ANSWER: False RATIONALE: Group members often burden themselves with fears of not being “good enough” and of being “discovered” for what they think they really are and then being rejected. Group leaders can model an accepting attitude that goes beyond what members have done or felt. This kind of REBT-flavored unconditional acceptance creates a group atmosphere that enables members to feel personally accepted. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.7 - Describe the emotive methods used in REBT groups. DATE CREATED: 3/8/2022 5:48 AM DATE MODIFIED: 3/8/2022 5:49 AM 39. A rational emotive imagery (REI) approach involves imaging the best possible outcome of a situation. a. True b. False ANSWER: False RATIONALE: In the technique of rational-emotive imagery (REI), group members are asked to vividly imagine one of the worst things that might happen to them and are shown how to train themselves to develop healthy emotions in place of disruptive ones. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: LO 13.7 - Describe the emotive methods used in REBT groups. DATE CREATED: 3/8/2022 5:51 AM DATE MODIFIED: 3/8/2022 5:52 AM 40. REBT group leaders should use only behavioral methods specifically rooted in the REBT framework. a. True b. False ANSWER: False RATIONALE: REBT group practitioners can choose from and employ the entire range of cognitive behavioral techniques, not just those that are specifically associated with REBT such as shame attacking or rational emotive imagery. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.8 - Describe the behavioral methods used in REBT groups. DATE CREATED: 3/8/2022 5:52 AM DATE MODIFIED: 3/8/2022 5:52 AM 41. In REBT, homework assignments can be more valuable than group work. a. True b. False ANSWER: True RATIONALE: Working outside of the group sessions through homework assignments can be even more valuable for clients than the work done during the sessions. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.8 - Describe the behavioral methods used in REBT groups. DATE CREATED: 3/8/2022 5:53 AM DATE MODIFIED: 3/8/2022 5:53 AM 42. The role of an REBT group leader as a teacher may help reduce the stigma associated with mental disorders. a. True b. False ANSWER: True RATIONALE: The REBT group leader functions in the role of a teacher. This image would seem ideal for certain cultural groups because it detracts from the stigma of being mentally ill and focuses on problems of living. POINTS: 1 REFERENCES: Applying Rational Emotive Behavior Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.9 - Explain how REBT principles and methods can be used in multicultural groups. DATE CREATED: 3/8/2022 5:53 AM

DATE MODIFIED:

3/8/2022 5:55 AM

43. What may seem to be an irrational and dysfunctional belief to therapists may actually be a deeply-held and culturallysignificant belief for that individual. a. True b. False ANSWER: True RATIONALE: What may seem like an irrational belief to therapists may be a long-cherished value that influences the individual. It is critical that group leaders not make the mistake of imposing their own standards and values on group members. POINTS: 1 REFERENCES: Applying Rational Emotive Behavior Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.9 - Explain how REBT principles and methods can be used in multicultural groups. DATE CREATED: 3/8/2022 5:55 AM DATE MODIFIED: 3/8/2022 5:56 AM 44. REBT methods have the potential to be coercive. a. True b. False ANSWER: True RATIONALE: Coercion of members may be more likely to occur in REBT than in less directive approaches. An effective leader using REBT enlists members’ input in making determinations about what they consider to be constructive or problematic beliefs. POINTS: 1 REFERENCES: Evaluation of Rational Emotive Behavior Therapy in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.10 - Identify some key contributions and strengths of REBT groups. DATE CREATED: 3/8/2022 5:56 AM DATE MODIFIED: 3/8/2022 5:59 AM 45. REBT approaches emphasize putting what has been learned into action. a. True b. False ANSWER: True RATIONALE: Like any other action-oriented approach, REBT emphasizes the importance of putting our newly acquired insights into action. REBT’s use of the homework method is an excellent avenue for translating insights into concrete action programs. POINTS: 1 REFERENCES: Evaluation of Rational Emotive Behavior Therapy in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 13.10 - Identify some key contributions and strengths of REBT groups. DATE CREATED: 3/8/2022 5:59 AM DATE MODIFIED: 3/8/2022 5:59 AM

46. Briefly explain active disputation of irrational beliefs from the REBT framework. ANSWER: Answers will vary but may include the following ideas: Group participants are taught how to check and modify their rigid beliefs about themselves, others, and life conditions. For example, members may cling to the extreme belief that everyone must think well of them or their self-esteem will be damaged beyond repair. In their active and didactic role, REBT leaders focus on disputing these faulty beliefs. For best results, very vigorous and ongoing disputation is required. Members evaluate their faulty thinking, and they also engage in a number of emotive methods as a way of deepening the impact of disputing beliefs. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. DATE CREATED: 3/8/2022 6:00 AM DATE MODIFIED: 3/8/2022 6:01 AM 47. Briefly demonstrate how to teach coping self-statements to group members in an REBT group. ANSWER: Answers will vary but may include the following ideas: Group members are taught how to counter self-destructive beliefs and replace them with sensible, rational, coping self-statements. They are encouraged to monitor their manner of speaking by writing down and analyzing the nature of their language (i.e., whether it is rational or irrational). POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 13.6 - Describe the cognitive methods used in REBT groups to dispute faulty beliefs and replace them with realistic beliefs. DATE CREATED: 3/8/2022 6:01 AM DATE MODIFIED: 3/8/2022 6:02 AM 48. Briefly describe the rational-emotive imagery (REI) technique as used in REBT. ANSWER: Answers will vary but may include the following ideas:

POINTS: REFERENCES: QUESTION TYPE:

In the technique of rational-emotive imagery (REI), group members are asked to vividly imagine one of the worst things that might happen to them and are shown how to train themselves to develop healthy emotions in place of disruptive ones. Members work actively to implicitly exchange their irrational beliefs for rational ones, thereby changing their behavior in the situation. The group therapist’s role is to verify that these emotional changes are in fact produced by implicit belief changes. 1 Application: Therapeutic Techniques and Procedures Essay

HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 13.7 - Describe the emotive methods used in REBT groups. DATE CREATED: 3/8/2022 6:02 AM DATE MODIFIED: 3/8/2022 6:03 AM 49. Consider a group composed of members from a culture that stresses doing one’s best, cooperation, interdependence, respect for the family, and the importance of hard work. Illustrate how REBT may be a particularly helpful approach and how you would approach he group from a REBT framework: ANSWER: Answers will vary but may include the following ideas: REBT has certain advantages in working with multicultural populations. If members are not challenged too quickly, they can be invited to examine the premises underlying their behavior. The REBT group leader functions in the role of a teacher. This image would seem ideal for certain cultural groups because it detracts from the stigma of being mentally ill and focuses on problems of living. Life can be more fulfilling if group participants learn better ways to think about the issues that confront them. With the help of the leader and other group members, participants learn new ways of thinking and behaving, which result in new feelings. REBT can be a forceful approach, and the group leader must exert caution in interpreting certain beliefs as being irrational. Some active-directive practitioners had best be mindful that they don’t adopt an overly authoritarian style, which is likely to result in neglecting important individual and multicultural influences and may result in resistance from group members. Ellis encourages social interest and believes that an essential part of life involves getting along with others because happiness can be influenced by the quality of their functioning within their community. REBT stresses the relationship of individuals to the family, community, and other systems. This orientation is consistent with valuing diversity and the interdependence of being an individual and a productive member of the community. POINTS: 1 REFERENCES: Applying Rational Emotive Behavior Therapy With Multicultural Populations QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 13.9 - Explain how REBT principles and methods can be used in multicultural groups. DATE CREATED: 3/8/2022 6:03 AM DATE MODIFIED: 3/8/2022 6:04 AM 50. Describe two of the benefits of using REBT in a school setting. ANSWER: Answers will vary but may include the following ideas:

POINTS: REFERENCES: QUESTION TYPE:

Groups oriented around key concepts in REBT are useful in dealing with problems at school, but they can also address problems students face in interpersonal relationships and in their home environment. A main benefit in a school setting is helping children and adolescents deal with situations that are beyond their control. Using the A-B-C framework, group leaders can help students identify their problematic beliefs and replace them with more functional beliefs. Group leaders teach students coping skills for daily living and assist students in modifying certain cognitions, emotions, and behaviors. In these educational groups, students soon learn that change is the result of practice and hard work outside of the group meetings. 1 Applying Rational Emotive Behavior Therapy to Group Work in Schools Essay

HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 13.10 - Identify some key contributions and strengths of REBT groups. LO 13.4 - List the key goals of an REBT group. LO 13.5 - Describe the role and functions of the REBT group therapist. DATE CREATED: 3/8/2022 6:04 AM DATE MODIFIED: 3/8/2022 6:05 AM

Chapter 14: Choice Theory/Reality Therapy in Groups 1. According to the reality therapy model, which of the following is true? a. insight is essential for change to occur. b. people create their own disturbances by accepting irrational beliefs. c. people have basic needs and behavior is intended to fulfill those needs. d. self-rating is necessary for mental health. ANSWER: c RATIONALE: According to the reality therapy model, we are motivated by innate forces, and all of our behavior is aimed at fulfilling basic needs. Glasser (1998, 2001, 2005) and Wubbolding (2011, 2013, 2017) identify five essential human needs: survival, love and belonging, power, freedom, and fun. Choice theory is based on the premise that all of our behavior is basically an attempt to control the world around us for the purpose of satisfying these five basic needs, which are built into our genetic structure. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 6:15 AM DATE MODIFIED: 3/8/2022 6:16 AM 2. In reality therapy, an inner catalog of wants and how to satisfy them is referred to as which of the following? a. a script b. a life plan c. a schema d. a picture album ANSWER: d RATIONALE: According to reality therapy, we develop an inner picture album (or quality world) of specific wants related to our needs as well as precise ways to satisfy these wants. We choose to behave in a way that we believe gives us the most effective control over our lives, which means being able to behave in a way that reasonably satisfies the pictures in our quality world POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 6:17 AM DATE MODIFIED: 3/8/2022 6:18 AM 3. Who is considered to be one of the key founders of reality therapy? a. William Glasser b. Albert Bandura c. Alfred Adler d. Sidney Jourard

ANSWER: RATIONALE:

a Along with Wubbolding, Glasser is considered to be a founder of reality therapy, which is based on choice theory. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:18 AM DATE MODIFIED: 3/8/2022 6:20 AM 4. How is reality therapy related to choice theory? a. reality therapy provides the basis for choice theory. b. choice theory explains human motivation and reality therapy is informed by choice theory. c. they are basically the same thing and the terms can be used interchangeably. d. reality therapy and choice theory are similar in their assumptions but incompatible in their methods. ANSWER: b RATIONALE: Choice theory provides an explanation for human motivation; reality therapy is the delivery system. If choice theory is the highway, reality therapy is the vehicle delivering the product POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:20 AM DATE MODIFIED: 3/8/2022 6:21 AM 5. Which question best captures an example of contemporary reality therapy a group leader may ask members? a. what are you feeling? b. what are thinking? c. what are you doing? d. what are you fearing? ANSWER: c RATIONALE: Reality therapy focuses on current behavior in order to help group members understand their responsibilities for their own feelings. As a way of encouraging clients to look at what they are actually doing to contribute to their feelings, group members might be asked “What are you doing”. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:21 AM DATE MODIFIED: 3/8/2022 6:22 AM 6. Which of the following is a most accurate description of reality therapy?

a. leaders encourage members to evaluate their current behavior. b. therapists shape behavior through punishment. c. focus is on attitudes and feelings. d. therapy focuses on the medical model. ANSWER: a RATIONALE: Reality therapy teaches that people are most able to gain effective control of their lives when they recognize and accept accountability for their own chosen behaviors and make better choices. The group leader helps participants understand that they have some control over their feelings by choosing to act and think differently, and therefore encourages members to evaluate their current behavior. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.2 - Identify the role and functions of the reality therapy group leader. DATE CREATED: 3/8/2022 6:22 AM DATE MODIFIED: 3/8/2022 6:24 AM 7. Regarding the role of self-evaluation in the reality therapy group, which of the following is most accurate? a. the group leader judges the morality of the actions of members. b. the leader teaches members moral behavior in an active way. c. members must decide for themselves whether their behavior meets their needs. d. the group leader judges the morality of the actions of members and teaches members moral behavior in an active way. ANSWER: c RATIONALE: The “E” of the WDEP model stands for self-evaluation. Self-evaluation requires clients to assess their current behavior to determine whether it is meeting their needs. This is the cornerstone of reality therapy procedures. “Will this choice get you where you want to go?” is a question often asked by reality therapists. POINTS: 1 REFERENCES: Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 6:24 AM DATE MODIFIED: 3/8/2022 6:26 AM 8. According to the text, which of the following is the foundation of the therapeutic alliance in reality therapy? a. the leader’s expertise b. empathy and trust c. meeting the member’s needs d. unconditional positive regard ANSWER: b RATIONALE: Group leaders strive to establish an empathic and trusting therapeutic alliance, which is the foundation for the effective use of reality therapy, which may involve probing and challenging questions. POINTS: 1

REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.2 - Identify the role and functions of the reality therapy group leader. DATE CREATED: 3/8/2022 6:27 AM DATE MODIFIED: 3/8/2022 6:29 AM 9. Which of the following would be most important to a reality therapy group leader? a. providing interpretations of unconscious processes b. getting members to identify what they want c. establishing the values to be used in the group d. working through transference relationships ANSWER: b RATIONALE: Reality therapists assist clients in discovering their wants, needs, perceptions, hopes, and dreams. They ask, “What do you want?” Through the therapist’s skillful questioning, clients are encouraged to recognize, define, and refine how they wish to meet their needs. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.2 - Identify the role and functions of the reality therapy group leader. DATE CREATED: 3/8/2022 6:30 AM DATE MODIFIED: 3/8/2022 6:31 AM 10. Which of the following is an integral part of a reality group? a. developing an action plan for change b. dream work c. working on the life scripts of members d. reenacting past events in the present ANSWER: a RATIONALE: Reality therapy is action oriented and, since a key aspect is helping group members find more effective ways to meet their needs and wants, developing and implementing an action plan is essential. POINTS: 1 REFERENCES: Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.5 - Describe the elements of a realistic and effective action plan. LO 14.6 - Understand how to evaluate an action plan in a group setting. DATE CREATED: 3/8/2022 6:32 AM DATE MODIFIED: 3/9/2022 12:09 AM 11. According to the ideas of Glasser and Wubbolding described in your text, all people have a need for which of the following? a. striving for superiority b. fun, freedom, and power c. understanding why they do what they do

d. resolving polarities within them ANSWER: b RATIONALE: Glasser (1998, 2001, 2005) and Wubbolding (2011, 2013, 2017) identify five essential human needs: survival, love and belonging, power, freedom, and fun. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 6:34 AM DATE MODIFIED: 3/8/2022 6:37 AM 12. Which of the following is an important task of the reality therapy group leader? a. to confront irrational beliefs b. to become an existential partner with other searching members c. to provide members with insights regarding their motivations d. to encourage members to make an evaluation of their present behavior ANSWER: d RATIONALE: Group leaders can help members recognize that what they are doing is not working for them, help them accept themselves as they are, and guide them in making realistic plans to do better and to help others in the group to do the same. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.2 - Identify the role and functions of the reality therapy group leader. DATE CREATED: 3/8/2022 6:38 AM DATE MODIFIED: 3/8/2022 6:39 AM 13. What are the four components of an individual’s total behavior? a. biological, psychological, sociological, and cultural b. interpersonal, interpersonal, physiological, and sociocultural c. acting, thinking, feeling, physiology d. antecedents, beliefs, consequences, and disputation ANSWER: c RATIONALE: Total behavior includes four inseparable, but distinct, components: acting (things we do such as talking or jogging), thinking (voluntary thoughts and self-statements), feeling (such as anger, joy, depression, anxiety), and physiology (such as sweating, “headaching,” or developing other psychosomatic symptoms). POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:39 AM

DATE MODIFIED:

3/8/2022 6:40 AM

14. Which of the following is likely to be a typical part of the reality therapy group? a. Exploring childhood experiences b. Interpreting dreams c. Identifying irrational thoughts d. Exploring wants, needs, and hopes ANSWER: d RATIONALE: Reality therapists assist clients in discovering their wants, needs, perceptions, hopes, and dreams. This is the W of the W of the WDEP model. POINTS: 1 REFERENCES: Key Concepts Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 6:41 AM DATE MODIFIED: 3/8/2022 6:42 AM 15. After group members have identified their wants and needs, the leader will assist them with which of the following? a. Identifying the unconscious motives that underlie their wants and needs b. Determining whether their current behavior is satisfying their wants and needs c. Disputing any irrational beliefs, they have about the importance of their needs d. Evaluating the importance of their wants and needs and changing them accordingly ANSWER: b RATIONALE: After members explore their quality world (wants) and needs, they are asked to look at their current behavior to determine if what they are doing is getting them what they want. The group therapist assists members in describing in detail their total behavior (doing, thinking, feelings, and physiology). This heightened awareness and self-insight is a key step toward making changes. POINTS: 1 REFERENCES: Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 6:42 AM DATE MODIFIED: 3/8/2022 6:43 AM 16. Which of the following is an advantage of a contract in a reality therapy group? a. it helps protect the leader from malpractice complaints b. it functions as a form of informed consent c. it functions as a means for third-party reimbursement d. it helps members hold themselves accountable for change

ANSWER: RATIONALE:

d Formulating even the most reasonable and practical plan is not of much value if the client lacks the willingness to implement it. Plans can be put in the form of a contract that will assist group members in holding themselves and others accountable for carrying them out. POINTS: 1 REFERENCES: Key Concepts Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 6:44 AM DATE MODIFIED: 3/8/2022 6:45 AM 17. Which of the following is an essential part of a reality therapy group? a. identifying hidden motivations b. disputing dysfunctional beliefs c. planning for responsible behavior d. exploring unconscious conflicts ANSWER: c RATIONALE: Planning for responsible behavior is an essential part of the process of a reality therapy group. POINTS: 1 REFERENCES: Key Concepts Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 6:45 AM DATE MODIFIED: 3/8/2022 6:46 AM 18. Which of the following does reality therapy emphasize? a. exploring what we want in every facet of life b. looking at why we think as we do c. gaining insight into the core of our problem d. fully experiencing our feelings ANSWER: a RATIONALE: Group members are given the opportunity to explore every facet of life, including what they want from their family, friends, and work. POINTS: 1 REFERENCES: Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy.

DATE CREATED: DATE MODIFIED:

3/8/2022 6:46 AM 3/8/2022 6:47 AM

19. Contemporary reality therapy is grounded in the principles of which of the following approaches? a. behavioral b. experiential c. object-relations d. existential/phenomenological ANSWER: d RATIONALE: Choice theory is grounded on phenomenological and existential premises. We perceive the world in the context of our own needs, not as it really is. It is important for group counselors to teach members the difference between the world as they perceive it and the world as other people perceive it. Choice theory is based on the existential assumption that it is possible for people to learn to replace external control psychology with internal control psychology. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 6:47 AM DATE MODIFIED: 3/8/2022 6:49 AM 20. Reality therapy is best described by which of the following: a. nondirective and unstructured b. directive and unstructured c. directive and structured d. nondirective and structured ANSWER: c RATIONALE: Reality therapy is active, directive, and structured in its orientation and techniques. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 6:49 AM DATE MODIFIED: 3/8/2022 6:50 AM 21. Choice theory is built on the notion that human behavior is best described by which of the following? a. purposeful and originates from within the individual b. deterministic and is dictated by the human drives c. reinforced either positively or negatively d. chosen based on convenience ANSWER: a RATIONALE: Choice theory is built on the notion that human behavior is purposeful and originates from within the individual rather than from external forces. We are motivated by innate forces, and

all of our behavior is aimed at fulfilling basic needs. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:50 AM DATE MODIFIED: 3/8/2022 6:51 AM 22. Wubbolding has stated that he believes behavior is best described as which of the following? a. form of manipulation b. a language c. conceptual framework d. a tool ANSWER: b RATIONALE: Wubbolding believes that behavior is a language whose purpose is to help us get what we want from the world. POINTS: 1 REFERENCES: Application: Therapeutic Technique and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:51 AM DATE MODIFIED: 3/8/2022 6:52 AM 23. The text notes that choice theory functions as the train track, making reality therapy which of the following? a. the ticket b. the passengers c. the train d. the train crossing ANSWER: c RATIONALE: Glasser and Glasser (2008) stated, “Choice theory is the train track and reality therapy is the train.” POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:53 AM DATE MODIFIED: 3/8/2022 6:53 AM 24. Why might a reality therapist speak of group members as depressing or angering themselves? a. to provoke a reaction from the group members b. to emphasize that group members make choices that influence how they feel c. to blame and criticize members for self-sabotaging behaviors d. to emphasize that emotional states are ongoing and not singular events

ANSWER: RATIONALE:

b The therapist is emphasizing the role of choice. Choice theory is grounded on the assumption that it is impossible to choose a total behavior and not choose all of its components. Although all total behavior is chosen, we have direct control over only the acting and thinking components. If we hope to change a total behavior (such as experiencing the emotional and physiological consequences of depressing ourselves), it is necessary to change what we are doing and what we are thinking. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:54 AM DATE MODIFIED: 3/8/2022 6:55 AM 25. Glasser believed schools should be help students achieve which of the following? a. failure aversion b. commitment c. change identity d. success identity ANSWER: d RATIONALE: Glasser believed schools should be structured in ways that help students achieve a success identity as opposed to a failure identity. He advocated for a curriculum geared to the lives of learners. POINTS: 1 REFERENCES: Applying Reality Therapy to Group Work in Schools QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.7 - Describe how a reality therapy group is particularly appropriate with mandated group members. DATE CREATED: 3/8/2022 6:55 AM DATE MODIFIED: 3/8/2022 6:56 AM 26. The idea of total behavior includes physiological reactions like sweating. a. True b. False ANSWER: True RATIONALE: Total behavior has four components: acting (things we do such as talking or jogging), thinking (voluntary thoughts and self-statements), feeling (such as anger, joy, depression, anxiety), and physiology (such as sweating, “headaching,” or developing other psychosomatic symptoms). POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:56 AM

DATE MODIFIED:

3/8/2022 6:57 AM

27. The components of total behavior are overlapping and somewhat indistinct from each other. a. True b. False ANSWER: False RATIONALE: While the components of total behavior are inseparable, they are also distinct from each other. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.1 - Understand the concept and clinical implications of the principles of total behavior. DATE CREATED: 3/8/2022 6:57 AM DATE MODIFIED: 3/8/2022 6:59 AM 28. Reality therapy group leaders help members understand that they cannot control their feelings. a. True b. False ANSWER: False RATIONALE: Reality therapy teaches that people are most able to gain effective control of their lives when they recognize and accept accountability for their own chosen behaviors and make better choices. The group leader helps participants understand that they have some control over their feelings by choosing to act and think differently POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.2 - Identify the role and functions of the reality therapy group leader. DATE CREATED: 3/8/2022 6:59 AM DATE MODIFIED: 3/8/2022 6:59 AM 29. Reality group leaders focus on group members’ strengths. a. True b. False ANSWER: True RATIONALE: Reality therapy group leaders assume a verbally active and directive role in the group. In carrying out their functions, they focus on the strengths and potentials of the members rather than on their misery. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.2 - Identify the role and functions of the reality therapy group leader. DATE CREATED: 3/8/2022 7:00 AM DATE MODIFIED: 3/8/2022 7:00 AM

30. Reality therapy can involve confrontation. a. True b. False ANSWER: True RATIONALE: Reality therapy group leaders may need to confront, or challenge, members frequently with this basic reality therapy question: “Is what you are now choosing to do (your actions and thoughts) getting you what you want?” POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 7:01 AM DATE MODIFIED: 3/8/2022 7:02 AM 31. Choice theory teaches group members that they can choose to control the behavior of others. a. True b. False ANSWER: False RATIONALE: Choice theory teaches that the only person whose behavior we can control is our own. The only way we can control events in our environment is through what we choose to do. How we feel is not controlled by others or by events. We are not psychological slaves to others, nor are we trapped by our past or present—unless we choose to be. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 7:02 AM DATE MODIFIED: 3/8/2022 7:03 AM 32. The “W” of the WDEP model stands for what we do. a. True b. False ANSWER: False RATIONALE: The W of the WDEP model stands for wants. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 7:03 AM DATE MODIFIED: 3/8/2022 7:04 AM 33. The “D” of the WDEP model involves looking at the effectiveness of current behavior.

a. True b. False ANSWER: RATIONALE:

True After members explore their quality world (wants) and needs, they are asked to look at their current behavior to determine if what they are doing is getting them what they want. The “D” in WDEP stands for “Doing and Direction.” POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 7:04 AM DATE MODIFIED: 3/8/2022 7:04 AM 34. Action plans focus on changing clients’ behaviors. a. True b. False ANSWER: True RATIONALE: Action plans help clients commit to changes in their own behavior so they will more successfully meet their own needs and wants. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.5 - Describe the elements of a realistic and effective action plan. DATE CREATED: 3/8/2022 7:04 AM DATE MODIFIED: 3/8/2022 7:06 AM 35. Contracts typically weaken a group member’s resolve to follow through on action plans. a. True b. False ANSWER: False RATIONALE: Contracts may help strengthen groups members’ resolve regarding action plans by providing a means of accountability. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.5 - Describe the elements of a realistic and effective action plan. DATE CREATED: 3/8/2022 7:06 AM DATE MODIFIED: 3/8/2022 7:06 AM 36. In a reality therapy approach, action plans should be initiated collaboratively, by the client and therapist together. a. True b. False ANSWER: False

RATIONALE:

In a reality therapy approach, the best plan is one that is initiated by the client. The secondbest plan is one that is developed collaboratively by the therapist and the individual client. And the third best plan is one that is initiated by the therapist POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.6 - Understand how to evaluate an action plan in a group setting. DATE CREATED: 3/8/2022 7:07 AM DATE MODIFIED: 3/8/2022 7:08 AM 37. In a reality therapy approach, action plans should be ambitious and more aspirational than realistic so members have something to strive for. a. True b. False ANSWER: False RATIONALE: It is important that action plans not be too ambitious because people need to experience success. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.6 - Understand how to evaluate an action plan in a group setting. DATE CREATED: 3/8/2022 7:08 AM DATE MODIFIED: 3/8/2022 7:08 AM 38. Reality therapy has been used effectively with students who have oppositional defiant disorder. a. True b. False ANSWER: True RATIONALE: The key concepts of choice theory and the interventions used in reality therapy can be effectively used for counseling students of varying ages in many different kinds of groups. Passaro et al. (2004) found reality therapy to be effective for adolescent oppositional defiant students who improved their daily behavioral rating by an average of 42%. Participation in general education courses increased to more than 62% for these students, and their suspensions from school decreased by 12%. POINTS: 1 REFERENCES: Applying Reality Therapy to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.10 - Examine the contributions and strengths of choice theory/reality therapy to group work. LO 14.9 - Identify the strengths and limitations of reality therapy group work in a multicultural context. DATE CREATED: 3/8/2022 7:08 AM DATE MODIFIED: 3/9/2022 12:18 AM 39. Wubbolding believes that schools should permit students to make choices for themselves and to accept the

consequences of their choices. a. True b. False ANSWER: True RATIONALE: Wubbolding (1997, 2007) writes about ways to improve the school environment and empower students by (1) creating a curriculum that aims to fulfill the basic needs of survival, belonging, power, freedom, and fun; (2) emphasizing the rights of students to make choices for themselves and to accept the consequences that result from their choices; (3) teaching students the art of self-evaluation; (4) conducting class meetings that encourage students to provide input in the formulation of class rules; and (5) creating and consistently enforcing schoolwide rules and policies that are clear, simple, reasonable, and known by all students. POINTS: 1 REFERENCES: Applying Reality Therapy to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.10 - Examine the contributions and strengths of choice theory/reality therapy to group work. LO 14.9 - Identify the strengths and limitations of reality therapy group work in a multicultural context. DATE CREATED: 3/8/2022 7:09 AM DATE MODIFIED: 3/8/2022 7:11 AM 40. The teaching-learning process of reality therapy is appealing to many cultures. a. True b. False ANSWER: True RATIONALE: Reality therapy group counseling is typically cast in the framework of a teaching-learning process, which appeals to many ethnically diverse client groups. POINTS: 1 REFERENCES: Applying Reality Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.9 - Identify the strengths and limitations of reality therapy group work in a multicultural context. DATE CREATED: 3/8/2022 7:11 AM DATE MODIFIED: 3/8/2022 7:12 AM 41. Self-evaluation is key to the WDEP model. a. True b. False ANSWER: True RATIONALE: Leaders confront members with the consequences of their behavior and get them to judge the quality of their actions. Members will not change their behaviors or make better choices until they evaluate their own behavior and make the determination that their current course of action is not helpful (Wubbolding, 2017). Self-evaluation requires clients to assess their current behavior to determine whether it is meeting their needs. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 7:12 AM DATE MODIFIED: 3/8/2022 7:12 AM 42. According to Wubbolding, reality therapy is applicable to all cultures, without modification. a. True b. False ANSWER: False RATIONALE: Wubbolding believes reality therapy needs to be modified to fit the cultural context of people from areas other than North America. POINTS: 1 REFERENCES: Applying Reality Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.9 - Identify the strengths and limitations of reality therapy group work in a multicultural context. DATE CREATED: 3/8/2022 7:13 AM DATE MODIFIED: 3/8/2022 7:13 AM 43. Certain concepts of reality therapy, like personal accountability, may not transfer well to some cultures. a. True b. False ANSWER: True RATIONALE: Reality therapy is rooted in a culture that emphasizes personal autonomy and accountability, concepts that may not transfer well to more collectivist cultures. POINTS: 1 REFERENCES: Applying Reality Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.9 - Identify the strengths and limitations of reality therapy group work in a multicultural context. DATE CREATED: 3/8/2022 7:14 AM DATE MODIFIED: 3/8/2022 7:14 AM 44. Reality therapy can be used effectively with groups that view themselves as being controlled by others, like groups that are court-mandated. a. True b. False ANSWER: True RATIONALE: Because of its emphasis on accountability and personal choice, reality therapy groups may be especially useful with individuals who feel they are the victims of others or are being controlled by others, like those who are required by courts to be in treatment., POINTS: 1 REFERENCES: Evaluation of Choice Theory/Reality Therapy in Groups QUESTION TYPE: True / False

HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.10 - Examine the contributions and strengths of choice theory/reality therapy to group work. LO 14.7 - Describe how a reality therapy group is particularly appropriate with mandated group members. DATE CREATED: 3/8/2022 7:14 AM DATE MODIFIED: 3/8/2022 7:15 AM 45. The idea of an action plan in a reality therapy group can be particularly useful the treatment of substance use disorder. a. True b. False ANSWER: True RATIONALE: Because relapse is a significant concern, the development of an action plan that will help prevent relapse, can be very helpful in groups composed of individuals with substance use problems. POINTS: 1 REFERENCES: Evaluation of Choice Theory/Reality Therapy in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 14.10 - Examine the contributions and strengths of choice theory/reality therapy to group work. LO 14.8 - Explain the rationale for designing relapse prevention strategies in a group. DATE CREATED: 3/8/2022 7:15 AM DATE MODIFIED: 3/8/2022 7:16 AM 46. Identify and describe a concept from reality therapy that may not transfer well to other cultures, and discuss how you might modify it for a multicultural context. ANSWER: Answers will vary but may discuss ideas like planning or personal accountability or may focus on techniques like direct questioning. They should not the importance of culturallyappropriate methods that maintain the core assumptions of choice theory/reality therapy. Although reality therapy assumes that the basic needs (survival, belonging, power, freedom, and fun) are universal, the ways in which these needs are expressed depend largely on the cultural context. When working with culturally diverse clients, it is essential that group leaders allow latitude for a diverse range of acceptable behaviors to satisfy these needs. POINTS: 1 REFERENCES: Applying Reality Therapy With Multicultural Populations QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 14.9 - Identify the strengths and limitations of reality therapy group work in a multicultural context. DATE CREATED: 3/8/2022 7:17 AM DATE MODIFIED: 3/8/2022 7:17 AM 47. Skillful questioning by reality therapist group leaders is one of the major strengths of this approach. Describe two possible questions a group leader may ask. Explain how these two questions fit with the assumptions of reality therapy. ANSWER: Answers will vary but may include the following questions: • Do you want to change?

• How would you most like to change your life? • What do you want in your life that you are not getting? • Is your current behavior getting you closer or further from people in your environment? • If you changed, how would you feel better? • What would you have in your life if you were to change? • What do you have to do now to make the changes happen? POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 14.3 - Examine the basic assumptions, unique characteristics, and goals of reality therapy. DATE CREATED: 3/8/2022 7:18 AM DATE MODIFIED: 3/8/2022 7:18 AM 48. Identify and briefly describe two strengths and limitations of choice theory/reality therapy in groups. ANSWER: Answers will vary but may include strengths such as emphasis on action, accountability, personal control and freedom, as well as its clear approach and applicability to a wide range of groups and situations. Limitations may include the possibility of judgmentalism on the part of the leader, the limited emphasis of real environmental factors affecting members of marginalized groups, the emphasis on higher-level cognitive functions like self-evaluation, and its limited consideration of the influence of the past, POINTS: 1 REFERENCES: Evaluation of Choice Theory/Reality Therapy in Groups QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 14.10 - Examine the contributions and strengths of choice theory/reality therapy to group work. DATE CREATED: 3/8/2022 7:19 AM DATE MODIFIED: 3/8/2022 7:19 AM 49. Describe how a reality therapist might respond to a client who proclaims that they are there by court order and don’t expect to get anything from the group. ANSWER: Answers will vary should emphasize determination of what the client needs (e.g., some sort of report to the court about their attendance) and how to get that (e.g., attending and participating in the group). POINTS: 1 REFERENCES: Application: Therapeutic Technique and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. LO 14.7 - Describe how a reality therapy group is particularly appropriate with mandated group members. DATE CREATED: 3/8/2022 7:20 AM DATE MODIFIED: 3/8/2022 7:21 AM

50. Discuss two reasons for the use of choice theory/reality therapy in groups in the K-12 school system. ANSWER: Answers will vary but may include the following: Any counseling group can be designed to assist students in exploring the degree to which they are meeting their needs for love and belonging, power, freedom, and fun. Much of the time in a counseling group can be devoted to assisting students in designing useful action plans to change their behavior. They can be asked to take an honest look at what they are doing and to clarify whether their behavior is getting them what they say they want. The emphasis on present behavior is a plus when it comes to school counseling because groups are generally time limited in the school context. Depending on their developmental level, children and adolescents can be taught how to make evaluations of what they are doing and how to use self-evaluation to determine if they want to behave in any different ways. POINTS: 1 REFERENCES: Applying Reality Therapy to Group Work in Schools QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 14.4 - Explain how the WDEP model can be applied to the practice of group work. DATE CREATED: 3/8/2022 7:21 AM DATE MODIFIED: 3/8/2022 7:22 AM

Chapter 15: Solution-Focused Brief Therapy and Motivational Interviewing in Groups 1. Which of the following is an assumption of solution-focused brief therapy (SFBT)? a. Insight is essential for change to occur. b. Members need to understand the cause of a problem in order to arrive at a solution. c. Change occurs mainly through the advice given by the group leader. d. Each individual is unique and each solution will therefore be unique. ANSWER: d RATIONALE: SFBT group members can be trusted in their intention to create solutions to their problems. There are no universal solutions to specific problems that can be applied to all people. Each individual is unique and so, too, is each solution. POINTS: 1 REFERENCES: Key Concepts of SFBT QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 6:38 AM DATE MODIFIED: 3/8/2022 6:41 AM 2. Members of a SFBT group learn how to do which of the following? a. confront irrational philosophies. b. tap unconscious dynamics. c. interpret their resistance and challenge this. d. identify exceptions to their problems. ANSWER: d RATIONALE: In SFBT groups, the facilitator asks members about times when their problems were not present or when the problems were less severe. The members are assisted in exploring these exceptions, and special emphasis is placed on what they did to make these events happen. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy LO 15.3 - Identify five of the techniques often used by solution-focused brief therapists. DATE CREATED: 3/8/2022 6:41 AM DATE MODIFIED: 3/8/2022 6:44 AM 3. SFBT group facilitators are most likely to pay attention to which of the following? a. the strengths and resiliencies of the individual b. history taking c. gathering information from members about their problems d. exploring childhood experiences ANSWER: a POINTS: 1

REFERENCES:

Introduction Key Concepts of SFBT QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 6:44 AM DATE MODIFIED: 3/8/2022 6:46 AM 4. Which of the following best describes the first stage in an SFBT group? a. setting well-formed goals b. finding out what group members want c. searching for exceptions to the problem d. encouraging motivation ANSWER: b RATIONALE: According to Walter and Peller (1992), the first stage in SFBT groups involves finding out what members want, not what they do not want. POINTS: 1 REFERENCES: The Process of the Solution-Focused Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 6:46 AM DATE MODIFIED: 3/8/2022 6:47 AM 5. The “news of difference” is associated with which of the following techniques? a. exception questions b. pre-therapy change c. the miracle question d. scaling questions ANSWER: a RATIONALE: SFBT is based on the notion that there were times when the problems individuals identify were not problematic. These times are called exceptions. Bateson (1972) argued that we learn by comparing one phenomenon with another and discovering what he called “the news of difference.” Exception questions direct members to times when the problem does not occur, or occurs less often or less intensely. Exceptions are those past experiences in a member’s life when it would be reasonable to have expected the problem to occur, but somehow it did not. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.3 - Identify five of the techniques often used by solution-focused brief therapists. LO 15.4 - Define the concept of exception questions and explain the purpose of this kind of questioning in a group. DATE CREATED: 3/8/2022 6:48 AM

DATE MODIFIED:

3/8/2022 6:49 AM

6. Which technique involves compliments, a bridge, and suggestions in brief solution-focused therapy? a. the miracle question b. exception questions c. scaling d. feedback ANSWER: d RATIONALE: De Jong and Berg (2013) describe three basic parts to the structure of the summary feedback: compliments, a bridge, and suggesting a task. Compliments are genuine affirmations of what clients are already doing (exceptions) that are leading toward effective solutions. Second, a bridge, which is based on identified exceptions, links the initial compliment to the suggested tasks to carry outside of the group. The bridge provides the rationale for the suggestions. The third aspect of feedback consists of suggesting tasks to clients, which can be considered as homework. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.7 - Explain the rationale for the feedback solution-focused therapists provide to group members. DATE CREATED: 3/8/2022 6:49 AM DATE MODIFIED: 3/8/2022 6:51 AM 7. Which of the following makes SFBT particularly attractive for use in schools? a. it emphasizes leader-as-expert b. it is a cookbook of techniques c. it focuses on big, overarching goals d. it is collaborative in nature ANSWER: d RATIONALE: Rather than being a cookbook of techniques for removing students’ problems, the SFBT approach offers school counselors a collaborative framework aimed at achieving small, concrete changes that enable students to discover a more productive direction. This model has much to offer to school counselors and others who are responsible for serving large caseloads of students with a range of problems from preschool through high school POINTS: 1 REFERENCES: Applying Solution-Focused Brief Therapy to Group Work in Schools QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.10 - Describe some of the contributions of solution-focused brief group therapy. DATE CREATED: 3/8/2022 6:51 AM DATE MODIFIED: 3/8/2022 6:53 AM 8. Which of the following individuals initially developed SFBT?? a. Insoo Kim Berg and Steve de Shazer b. Steve de Shazer and Michele Weiner-Davis c. Michele Weiner-Davis and Albert Ellis d. Albert Ellis and Insoo Kim Berg

ANSWER: RATIONALE:

a SFBT was developed initially by Steve de Shazer and Insoo Kim Berg at the Brief Family Therapy Center in Milwaukee, Wisconsin, in the early 1980s. POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 6:53 AM DATE MODIFIED: 3/8/2022 6:54 AM 9. Solution-focused brief therapy (SFBT) concentrates on what is right and what is working for people rather than dwelling on deficits, weaknesses, and problems. In this way, it is similar to which approach? a. positive psychology b. the medical model c. self psychology d. object relations therapy ANSWER: a RATIONALE: Solution-focused counseling has parallels with positive psychology, which concentrates on what is right and what is working for people rather than dwelling on deficits, weaknesses, and problems (Murphy, 2015). By emphasizing positive dimensions, clients quickly become involved in resolving their problems, which makes this a very empowering approach. POINTS: 1 REFERENCES: Key Concepts of SFBT QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 6:55 AM DATE MODIFIED: 3/8/2022 6:56 AM 10. Which of the following is considered a major contribution of SFBT? a. the assumption that people are need outsiders to devise solutions b. the fact that the approach does not consider emotions c. its use of prescribed solutions to people’s problems. d. the optimistic, nonpathologizing orientation ANSWER: d RATIONALE: The nonpathologizing stance characteristic of solution-focused practitioners is a major contribution to the counseling profession. Group counselors assist members in developing a new level of awareness of aspects of themselves that are often underappreciated and overlooked. By emphasizing what group members are doing when they are not stuck rather than focusing on what they are doing when they are stuck, the therapist guides members toward developing a fuller appreciation and utilization of their own abilities POINTS: 1 REFERENCES: Evaluation of Solution-Focused Brief Therapy and Motivational Interviewing in Groups QUESTION TYPE: Multiple Choice

HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.9 - List the strengths and limitations of the solution-focused group approach from a multicultural perspective. DATE CREATED: 3/8/2022 6:56 AM DATE MODIFIED: 3/8/2022 6:57 AM 11. Both MI and SFBT reflect which type of philosophy? a. deterministic b. social constructionist c. superficial d. doctrinaire patriarchal ANSWER: b RATIONALE: Lewis and Osborn (2004) state that both MI and SFBT reflect a social constructionist, postmodern philosophy that argues for the existence of multiple social realities. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.16 - Describe some of the concepts that are shared by solution-focused brief therapy and motivational interviewing. DATE CREATED: 3/8/2022 6:58 AM DATE MODIFIED: 3/8/2022 6:59 AM 12. Motivational interviewing emerged as a reaction against which of the following models that focuses on problems? a. medical b. solution-focused c. feminist d. constructionist ANSWER: a RATIONALE: Both SFBT and MI emerged as a reaction against the prevailing medical model that focuses on problems. Neither approach gives much credence to diagnostic labels because of the dehumanizing aspect of attaching a label to a client. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.11 - Examine the key concepts and principles of motivational interviewing. DATE CREATED: 3/8/2022 6:59 AM DATE MODIFIED: 3/8/2022 7:01 AM 13. Which of the following best describes motivational interviewing? a. nondirective and fluid b. atheoretical in orientation c. based on psychodynamic theory d. deliberately directive ANSWER: d

RATIONALE:

Motivational interviewing is rooted in the philosophy of client-centered therapy, but with a “twist.” The twist is that, unlike the nondirective person-centered approach, MI is deliberately directive and has the specific goals of reducing ambivalence about change and increasing intrinsic motivation. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.15 - List some of the key principles and clinical strategies of motivational interviewing. DATE CREATED: 3/8/2022 7:01 AM DATE MODIFIED: 3/8/2022 7:04 AM 14. If there is a mismatch between process and stage in motivational interviewing, which of the following will occur? a. movement through the stage will generally not be impeded b. movement through the stage will occur at an accelerated pace c. movement through the stage will be impeded d. movement will be so impeded that members will be angry and drop out ANSWER: c RATIONALE: If there is a mismatch between process and stage, movement through the stage will be impeded and is likely to be manifested in reluctant behavior. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.11 - Examine the key concepts and principles of motivational interviewing. DATE CREATED: 3/8/2022 7:04 PM DATE MODIFIED: 3/8/2022 7:06 PM 15. In motivational interviewing, what does the group leader do when clients indicate that they want or need to change? a. asks them why and what they want to change and why they have failed to do so in the past b. asks them if they want to change for themselves or for others c. guides them through the steps involved in changing d. assesses their motivation by trying to convince them not to change ANSWER: c RATIONALE: Once clients show signs of wanting or needing to change, the therapist guides individuals in taking the steps necessary to bring about the changes they want (Arkowitz & Miller, 2008). In MI the group leader assumes the role of a guide or change consultant and encourages a change plan that comes primarily from the members themselves. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.15 - List some of the key principles and clinical strategies of motivational interviewing. DATE CREATED: 3/8/2022 7:06 PM DATE MODIFIED: 3/8/2022 7:07 PM

16. How is reluctance to change viewed in motivational interviewing? a. atypical b. normal and expected c. unpredictable d. pathological ANSWER: b RATIONALE: In motivational interviewing, reluctance or ambivalence to change is viewed as normal and is an expected part of the therapeutic process. During the early phase of MI therapy, it is common for members to express ambivalence about changing, and the group leader attempts to understand both sides of this ambivalence from the member’s perspective. Group leaders encourage members to explore their ambivalence and strive to build intrinsic motivation. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.13 - Explain how ambivalence is interpreted by therapists to better understand resistance. DATE CREATED: 3/8/2022 7:08 PM DATE MODIFIED: 3/8/2022 7:09 PM 17. Motivational interviewing is designed to evoke and explore which of the following? a. interviewing skills b. intrapersonal barriers to connecting with others c. ambivalence d. unfinished business ANSWER: c RATIONALE: Group counselors using MI reflect discrepancies between the behaviors and the values of members to increase the motivation to change. MI is designed to evoke, explore, and resolve ambivalence. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.11 - Examine the key concepts and principles of motivational interviewing. DATE CREATED: 3/8/2022 7:09 PM DATE MODIFIED: 3/8/2022 7:10 PM 18. Which of the following does the spirit of motivational interviewing emphasize? a. relational context b. cultural context c. familial context d. emotional context ANSWER: a RATIONALE: MI involves more than a set of technical interventions; it emphasizes the relational context of therapy, which is known as the “MI spirit.” When this MI spirit is applied to group counseling, it involves the group leader establishing collaborative partnerships with

members, drawing on the ideas and resources of group members, and preserving the autonomy of the members (recognizing that all choices ultimately rest with the members rather than with the leader’s authority). POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.12 - Describe the concept of the motivational interviewing spirit. DATE CREATED: 3/8/2022 7:11 PM DATE MODIFIED: 3/8/2022 7:12 PM 19. In which stage of change is there no intention of changing a behavior pattern? a. precontemplation stage b. contemplation stage c. preparation stage d. action stage ANSWER: a RATIONALE: In the precontemplation stage, there is no intention of changing a behavior pattern in the near future. For example, people who are mandated to attend group therapy often feel coerced to attend and are likely to display resistance in recognizing that they have a problem. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.15 - List some of the key principles and clinical strategies of motivational interviewing. DATE CREATED: 3/8/2022 7:12 PM DATE MODIFIED: 3/8/2022 7:13 PM 20. In which stage of change are individuals most likely to report some small behavioral changes? a. precontemplation stage b. contemplation stage c. preparation stage d. action stage ANSWER: c RATIONALE: In the preparation stage, individuals intend to take action in the immediate future and report some small behavioral changes. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.15 - List some of the key principles and clinical strategies of motivational interviewing. DATE CREATED: 3/8/2022 7:17 PM DATE MODIFIED: 3/8/2022 7:19 PM

21. Which position, taken by SFBT practitioners, puts group members in the position of being the experts about their own lives? a. cognitive position b. Not-knowing position c. knowing position d. confrontational position ANSWER: b RATIONALE: Solution-focused group counselors adopt a “not-knowing” position as a route to putting group members into the position of being the experts on their own lives. In this approach, the therapist-as-expert is replaced by the client-as-expert, especially when it comes to what the client wants in life. Group counselors continuously deflect questions asked of them to the other group members and follow the lead of the members. POINTS: 1 REFERENCES: Role and Functions of the Group Leader QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.2 - Define the role and functions of the group leader in solution-focused brief therapy. DATE CREATED: 3/8/2022 7:19 PM DATE MODIFIED: 3/8/2022 7:20 PM 22. Both SFBT and MI emphasize which of the following? a. therapist-as-expert b. unresolved conflicts c. the strengths of clients d. existential crises ANSWER: c RATIONALE: Both MI and SFBT rest on the premise that people have strengths and resources that can be tapped in their efforts to bring about positive change. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.16 - Describe some of the concepts that are shared by solution-focused brief therapy and motivational interviewing. DATE CREATED: 3/8/2022 7:21 PM DATE MODIFIED: 3/8/2022 7:22 PM 23. Both SFBT and MI focus on which of the following? a. bringing about change b. identifying irrational thoughts c. resolving interpersonal problems d. identifying patterns of pathology ANSWER: a RATIONALE: Both SFBT and MI share techniques aimed at helping clients make changes and identifying and implementing strategies to do so. POINTS: 1 REFERENCES: Motivational Interviewing

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.16 - Describe some of the concepts that are shared by solution-focused brief therapy and motivational interviewing. DATE CREATED: 3/8/2022 7:22 PM DATE MODIFIED: 3/8/2022 7:24 PM 24. According to Constantino et al. (2009), motivational interviewing is particularly well-suited to integration with other approaches because of its ability to work with which of the following? a. transference b. repression c. ambivalence d. intellectualization ANSWER: c RATIONALE: Constantino et al. (2009) believe that the ability of MI to work with ambivalence and to address a client’s hopes, fears, desires, and possible ambivalence about the therapist are among its main strengths as an integrative psychotherapy approach. POINTS: 1 REFERENCES: Key Concepts of SFBT QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 7:24 PM DATE MODIFIED: 3/8/2022 7:26 PM 25. In SFBT, when does the discussion of goals begin? a. during the first session b. after the problems have been evaluated c. when clients seem ready d. after the treatment plan has been negotiated ANSWER: a RATIONALE: The group leader moves members toward goal setting during the initial session, based on the assumption that clients come for change rather than to talk about dismal events. In group therapy, if this does not occur, the group can too easily slip into a problem focus. POINTS: 1 REFERENCES: The Process of the Solution-Focused Group QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 7:26 PM DATE MODIFIED: 3/8/2022 7:27 PM 26. Solution-focused brief therapy is inherently optimistic. a. True b. False

ANSWER: RATIONALE:

True Solution-focused brief therapy, or “solution-focused counseling” as it is sometimes called, is grounded on the optimistic assumption that people are resourceful and competent and have the ability to construct solutions that can change the direction of their lives. POINTS: 1 REFERENCES: Key Concepts of SFBT QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 7:28 PM DATE MODIFIED: 3/8/2022 7:29 PM 27. The SFBT group leader seeks to be regarded as the expert by group members. a. True b. False ANSWER: False RATIONALE: Solution-focused group counselors adopt a “not-knowing” position (Anderson & Goolishian, 1992) as a route to putting group members into the position of being the experts on their own lives. POINTS: 1 REFERENCES: Key Concepts of SFBT QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.2 - Define the role and functions of the group leader in solution-focused brief therapy. DATE CREATED: 3/8/2022 7:29 PM DATE MODIFIED: 3/8/2022 7:30 PM 28. SBFT counselors help clients focus on what is working rather on what is problematic. a. True b. False ANSWER: True RATIONALE: Counselors assist clients in paying attention to the exceptions to their problem patterns, or their instances of success. POINTS: 1 REFERENCES: Key Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.3 - Identify five of the techniques often used by solution-focused brief therapists. DATE CREATED: 3/8/2022 7:30 PM DATE MODIFIED: 3/8/2022 7:31 PM 29. In SBFT, exception questions help clients focus on what is unique, or exceptional about them as people. a. True b. False ANSWER: False RATIONALE: The facilitator asks members about times when their problems were not present or when

the problems were less severe. The members are assisted in exploring these exceptions, and special emphasis is placed on what they did to make these events happen POINTS: 1 REFERENCES: The Process of the Solution-Focused Group QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.4 - Define the concept of exception questions and explain the purpose of this kind of questioning in a group. DATE CREATED: 3/8/2022 7:31 PM DATE MODIFIED: 3/8/2022 7:32 PM 30. In SFBT, the miracle question helps counteract the problem-oriented frame of find many people have when they come to therapy. a. True b. False ANSWER: True RATIONALE: In many groups the participants will come with a “problem-oriented” frame of mind. Even the few solutions they have considered are wrapped in the power of the problem orientation. Group leaders who draw on ideas from a solution-focused perspective tend to intervene by asking people to create optimistic conversations that highlight the belief that it is possible to quickly achieve usable goals. These goals are developed by using what de Shazer (1985, 1988) calls the miracle question, which is generally presented as follows: “If a miracle happened and the problem you have disappeared overnight, how would you know it was solved, and what would be different?” POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.5 - Define the technique of the miracle question and explain what it is supposed to accomplish. DATE CREATED: 3/8/2022 7:32 PM DATE MODIFIED: 3/8/2022 7:33 PM 31. Scaling questions are used to identify progress when changes are easily observed. a. True b. False ANSWER: False RATIONALE: Solution-focused therapists use scaling questions, asking clients to rate a behavior on a scale when changes in human experiences are not easily observed, such as feelings, moods, or communication. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.6 - Explain how solution-focused group leaders use the scaling question technique. DATE CREATED: 3/8/2022 7:33 PM DATE MODIFIED: 3/8/2022 7:34 PM

32. In SFBT, the third component of feedback involves complimenting clients on their progress. a. True b. False ANSWER: False RATIONALE: De Jong and Berg describe three basic parts to the structure of the summary feedback: compliments, a bridge, and suggesting a task. Compliments are genuine affirmations of what clients are already doing (exceptions) that are leading toward effective solutions. Second, a bridge, which is based on identified exceptions, links the initial compliment to the suggested tasks to carry outside of the group. The bridge provides the rationale for the suggestions. The third aspect of feedback consists of suggesting tasks to clients, which can be considered as homework. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.7 - Explain the rationale for the feedback solution-focused therapists provide to group members. DATE CREATED: 3/8/2022 7:34 PM DATE MODIFIED: 3/8/2022 7:35 PM 33. In SFBT, questions are the primary communication tool. a. True b. False ANSWER: True RATIONALE: Questions become the primary communication tool and main intervention. Solution-focused group leaders use questions as a way to better understand a group member’s experience rather than simply to gather information. Group leaders do not raise questions to which they think they know the answer. Questions are asked from a position of respect, genuine curiosity, sincere interest, and openness. These questions are guided by the group members. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.8 - Explain the role of questioning from a solution-focused brief therapist’s perspective. DATE CREATED: 3/8/2022 7:35 PM DATE MODIFIED: 3/8/2022 7:36 PM 34. The “not knowing” stance of SFBT group leaders may be effective for individuals from some cultures. a. True b. False ANSWER: True RATIONALE: The not-knowing stance the group leader assumes, and the assumption that the client is the expert, can limit the effectiveness of SFBT counseling for some individuals. In some cultural groups the professional is seen as the expert who will offer direction and solutions for the person seeking help. A group counselor is likely to engender a lack of confidence in group members by asserting, “I am not really an expert; you are the experts; I trust your ability to find solutions to your problems.” POINTS: 1

REFERENCES: Applying Solution-Focused Brief Therapy With Multicultural Populations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.9 - List the strengths and limitations of the solution-focused group approach from a multicultural perspective. DATE CREATED: 3/8/2022 7:36 PM DATE MODIFIED: 3/8/2022 7:37 PM 35. SFBT offers school counselors a time-effective method for large caseloads. a. True b. False ANSWER: True RATIONALE: The SFBT model has much to offer to school counselors and others who are responsible for serving large caseloads of students with a range of problems from preschool through high school. POINTS: 1 REFERENCES: Applying SFBT to Group Work in Schools QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.10 - Describe some of the contributions of solution-focused brief group therapy. DATE CREATED: 3/8/2022 7:37 PM DATE MODIFIED: 3/8/2022 7:38 PM 36. Motivational interviewing (MI) is both client-centered and directive. a. True b. False ANSWER: True RATIONALE: Motivational interviewing is rooted in the philosophy of client-centered therapy, but with a “twist.” The twist is that, unlike the nondirective person-centered approach, MI is deliberately directive and has the specific goals of reducing ambivalence about change and increasing intrinsic motivation POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.11 - Examine the key concepts and principles of motivational interviewing. DATE CREATED: 3/8/2022 7:38 PM DATE MODIFIED: 3/8/2022 7:39 PM 37. Collaboration is central to motivational interviewing. a. True b. False ANSWER: True RATIONALE: MI involves the group leader establishing collaborative partnerships with members, drawing on the ideas and resources of group members, and preserving the autonomy of the members (recognizing that all choices ultimately rest with the members rather than with the leader’s authority).

POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.12 - Describe the concept of the motivational interviewing spirit. DATE CREATED: 3/8/2022 7:39 PM DATE MODIFIED: 3/8/2022 7:40 PM 38. By helping members to explore reasons to change and reasons to not change, leaders can help members increase motivation to change. a. True b. False ANSWER: True RATIONALE: MI is designed to evoke, explore, and resolve ambivalence. Leaders pay particular attention to members’ arguments for changing compared to their arguments for not changing. By listening to members’ speech as they address both sides of ambivalence, group leaders assist members in emphasizing the argument for change. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.13 - Explain how ambivalence is interpreted by therapists to better understand resistance. LO 15.14 - Explain how working with ambivalence can lead to increased motivation to change. DATE CREATED: 3/8/2022 7:40 PM DATE MODIFIED: 3/8/2022 7:42 PM 39. The motivational interviewing (MI) perspective considers ambivalence to be evidence of serious pathology. a. True b. False ANSWER: False RATIONALE: Reluctance or ambivalence to change is viewed as normal and is an expected part of the therapeutic process. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.13 - Explain how ambivalence is interpreted by therapists to better understand resistance. DATE CREATED: 3/8/2022 7:42 PM DATE MODIFIED: 3/8/2022 7:42 PM 40. The stages of change model used in motivational interviewing (MI) assumes that each individual experiences a unique and somewhat unpredictable change process. a. True b. False

ANSWER: RATIONALE:

False The stages of change model used in MI is based on the assumption that people progress through a series of five identifiable stages in the counseling process. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.15 - List some of the key principles and clinical strategies of motivational interviewing. DATE CREATED: 3/8/2022 7:43 PM DATE MODIFIED: 3/8/2022 7:44 PM 41. MI and SFBT assume that clients really do want to change, a. True b. False ANSWER: True RATIONALE: SFBT and MI emerged as a reaction against the prevailing medical model that focuses on problems. Practitioners believe in clients’ abilities, strengths, resources, and competencies. The assumption is that clients want to be healthy and desire positive change. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.16 - Describe some of the concepts that are shared by solution-focused brief therapy and motivational interviewing. DATE CREATED: 3/8/2022 7:44 PM DATE MODIFIED: 3/8/2022 7:45 PM 42. Motivational interviewing (MI) can be particularly useful as a prelude to cognitive behavioral therapy (CBT). a. True b. False ANSWER: True RATIONALE: Westra and Arkowitz (2011) state that MI can be used as a prelude to cognitive behavioral therapy (CBT), and can lead to enhanced results. MI assists clients in making a commitment to the therapeutic process, which leads to increased client engagement, adherence, and retention in cognitive behavioral and other action-oriented therapies. POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.17 - Explain why motivational interviewing can be identified as an integrative approach. DATE CREATED: 3/8/2022 7:45 PM DATE MODIFIED: 3/8/2022 7:46 PM 43. Motivational interviewing (MI) has strong research support. a. True

b. False ANSWER: RATIONALE:

True A major strength of motivational interviewing is the vast research that has been conducted, which confirms that MI is an effective treatment for a wide range of clinical problems. Miller and Rose (2009) describe MI as a psychotherapeutic method that is evidence-based, relatively brief, specifiable, applicable across a wide variety of problem areas, complementary to other active treatment methods, and useful for a broad range of mental health professionals. POINTS: 1 REFERENCES: Evaluation of Solution-Focused Brief Therapy and Motivational Interviewing in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.18 - Identify some of the contributions and strengths of motivational interviewing as a group approach. DATE CREATED: 3/8/2022 7:46 PM DATE MODIFIED: 3/8/2022 7:47 PM 44. Motivational interviewing works well for all types of clients, including those who are already ready to change. a. True b. False ANSWER: False RATIONALE: People who are already ready for change do not need MI, and there is some evidence that it may slow down their progress relative to action-oriented treatment. POINTS: 1 REFERENCES: Evaluation of Solution-Focused Brief Therapy and Motivational Interviewing in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.19 - List some of the limitations of motivational interviewing. DATE CREATED: 3/8/2022 7:47 PM DATE MODIFIED: 3/8/2022 7:48 PM 45. Motivational interviewing (MI) can be used to aid in organizational change. a. True b. False ANSWER: True RATIONALE: Motivational interviewing can also be employed to produce change in organizations. In Motivational Interviewing for Leaders in the Helping Professions, Marshall and Nielsen (2020) emphasize the importance of the attitudes and values of helpers as they express the MI spirit when approaching individuals and organizations. POINTS: 1 REFERENCES: Evaluation of Solution-Focused Brief Therapy and Motivational Interviewing in Groups QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 15.20 - Explain how motivational interviewing techniques and concepts can be used in other therapeutic modalities in a group setting. DATE CREATED: 3/8/2022 7:49 PM DATE MODIFIED: 3/8/2022 7:50 PM

46. Identify and discuss three of Miller and Rollnick’s (2013) principles of motivational interviewing (MI). ANSWER: Answers will vary but may include the following points: • • • • •

•

Group leaders strive to experience the world from the members’ perspective without judgment or criticism. Group counselors using MI reflect discrepancies between the behaviors and the values of members to increase the motivation to change. Group facilitators operating from an MI orientation support members’ self-efficacy, mainly by encouraging members to use the resources they already have to take necessary actions and succeed in changing. The concept of resistance is constructively reframed in MI and is identified as dissonance in the counseling relationship. When clients show signs of readiness to change through decreased resistance to change and increased talk about change, a critical phase of MI begins. In this stage, clients may express a desire and an ability to change, show an interest in questions about change, experiment with possible change actions between sessions, and envision a future picture of their life once the desired changes have been made. Marshall and Nielsen (2020) note that the planning process varies depending on the nature of the change, but in general, good plans have certain characteristics: (1) they are specific, rewarding, observable, and measurable; (2) goals are clear, concrete, and achievable; (3) the client is responsible for making the plan to bring about change; (4) specific steps are identified to aid the change; (5) support from others is of value; (6) it must be the client’s plan; and (7) the individual must commit to carrying out the plan.

POINTS: 1 REFERENCES: Motivational Interviewing QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 15.15 - List some of the key principles and clinical strategies of motivational interviewing. DATE CREATED: 3/8/2022 7:50 PM DATE MODIFIED: 3/9/2022 12:47 AM 47. Describe one strength and one possible limitation in using solution-focused counseling with a multicultural population. ANSWER: Answers will vary. Strengths may include emphasis on the experience of clients rather than working from the counselor’s framework; the discussion of solutions rather than problems; the use of the client’s words rather than the counselor’s terms and phrases; and the focus on strengths rather than weaknesses. Limitations may include the not-knowing stance the group leader assumes, and the assumption that the client is the expert, particularly in cultures that expect the professional to be an expert. POINTS: 1 REFERENCES: Applying Solution-Focused Brief Therapy With Multicultural Populations QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 15.9 - List the strengths and limitations of the solution-focused group approach from a multicultural perspective.

DATE CREATED: DATE MODIFIED:

3/8/2022 7:51 PM 3/8/2022 7:52 PM

48. Discuss the role of feedback in solution focused brief therapy (SFBT). ANSWER: Answers will vary but may include the following: At the end of a session, the solution-focused group leader often gives feedback to group members in the form of compliments and suggestions. The feedback is based on information group members have revealed in their interactions in the group and what they need to do more of or what they need to do differently to increase their chances of successfully meeting their goals (De Jong & Berg, 2013). This summary feedback assists members in carrying their learning outside of the group sessions and into daily living. De Jong and Berg describe three basic parts to the structure of the summary feedback: compliments, a bridge, and suggesting a task. Compliments are genuine affirmations of what clients are already doing (exceptions) that are leading toward effective solutions. Second, a bridge, which is based on identified exceptions, links the initial compliment to the suggested tasks to carry outside of the group. The bridge provides the rationale for the suggestions. The third aspect of feedback consists of suggesting tasks to clients, which can be considered as homework. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 15.7 - Explain the rationale for the feedback solution-focused therapists provide to group members. DATE CREATED: 3/8/2022 7:52 PM DATE MODIFIED: 3/8/2022 7:53 PM 49. Describe the miracle question and what it is intended to accomplish. ANSWER: Answers will vary but may include the following: The miracle question, which is generally presented as follows: “If a miracle happened and the problem you have disappeared overnight, how would you know it was solved, and what would be different?” Group members are then encouraged to enact “what would be different” in spite of perceived problems. The miracle question is aimed at enabling group members to visualize what life would look like if their problem did not exist. The miracle question is a way to discover the client’s goal that conveys respect for the client’s situation and assists the individual in identifying smaller, more manageable goals. It shifts the discourse by disrupting an individual’s persistent negative narrative and stimulating the imagination toward creative solutions. It has a future focus in that the members can begin to consider a different kind of life that is disentangled from or emancipated from the problem-saturated story they described at the beginning of group counseling. It shifts the emphasis from both past and current problems toward a more satisfying life in the future. POINTS: 1 REFERENCES: Application: Therapeutic Techniques and Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic

LEARNING OBJECTIVES: LO 15.5 - Define the technique of the miracle question and explain what it is supposed to accomplish. DATE CREATED: 3/8/2022 7:53 PM DATE MODIFIED: 3/8/2022 7:55 PM 50. Describe Walter and Peller’s (1992) four steps that characterize the process of solution-focused brief therapy (SFBT). ANSWER: Answers will vary but should include the following steps: 1. Find out what group members want rather than searching for what they do not want. 2. Do not look for pathology, and do not attempt to reduce members’ abilities by giving them a diagnostic label. Instead, look for what they are doing that is already working and encourage them to continue in that direction. 3. If what members are doing is not working, encourage them to experiment with doing something different. 4. Keep therapy brief by approaching each session as if it were the last and only session. POINTS: 1 REFERENCES: The Process of the Solution-Focused Group QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 15.1 - Examine the distinguishing features and key concepts of solution-focused brief group therapy DATE CREATED: 3/8/2022 7:55 PM DATE MODIFIED: 3/8/2022 7:56 PM

Chapter 16: Comparisons, Contrasts, and Integration 1. Which type of group would be most likely to include the following introduction: “We will pay particular attention to the here-and-now and deal with whatever prevents you from maintaining a present-centered awareness.”? a. psychodynamic b. cognitive behavioral c. person-centered d. gestalt ANSWER: d RATIONALE: Gestalt groups focus on the here-and-now, emphasize awareness of the present, and are less concerned with why people behave as they do than on the what and how of their behavior. POINTS: 1 REFERENCES: The Goals of Group Counseling: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.2 - Understand how the leader’s theoretical orientation influences the process of goal setting. DATE CREATED: 3/8/2022 7:57 PM DATE MODIFIED: 3/8/2022 7:58 PM 2. Which type of group might include the following introduction: “This is a group for people who want to become honest with themselves and clarify what gives meaning to their present life and for their future. Members can openly share their fears related to living in unfulfilling ways and come to see how they have compromised their integrity.”? a. existential b. Adlerian c. psychodrama d. rational emotive ANSWER: a RATIONALE: Existential groups focus on important questions like what makes life meaningful and emphasize the importance of individual choices, even in the most devastating of circumstances, in pursuing a meaningful life. POINTS: 1 REFERENCES: The Goals of Group Counseling: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.2 - Understand how the leader’s theoretical orientation influences the process of goal setting. DATE CREATED: 3/8/2022 7:59 PM DATE MODIFIED: 3/8/2022 8:04 PM 3. In which group approach is the leader considered to function primarily as an educator? a. person-centered b. cognitive behavioral c. psychodynamic d. solution-focused brief therapy ANSWER: b

RATIONALE:

Some approaches view the leader as a teacher: rational emotive behavior therapy, choice

theory/reality therapy, and cognitive behavior therapy are all based on the assumption that group counseling is largely an educational and learning process. In these models the leader’s key function is teaching skills and providing a cognitive framework that will lead to reeducation and behavioral changes. POINTS: 1 REFERENCES: Role and Functions of the Group Leader: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.3 - Identify the key roles and function of the group leader from the various approaches. DATE CREATED: 3/8/2022 8:05 PM DATE MODIFIED: 3/8/2022 8:06 PM 4. Which theoretical orientation is most likely to have less-structured groups and nondirective group leaders? a. cognitive behavioral b. rational-emotive behavior therapy c. psychoanalytic d. choice theory/reality therapy ANSWER: c RATIONALE: Group structuring exists on a continuum, from extremely nondirective to highly directive. On the nondirective end of the continuum are psychoanalytic groups, person-centered groups, and some existential groups. In these groups the leader tends to assume a less directive stance and encourages group members to assume much of the responsibility for the direction the group takes. POINTS: 1 REFERENCES: Degree of Structuring and Division of Responsibility: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.4 - Understand how the degree of structuring and division of responsibility is dependent on one’s theoretical orientation. DATE CREATED: 3/8/2022 8:06 PM DATE MODIFIED: 3/8/2022 8:07 PM 5. Which approach focuses on client strengths and emphasizes the use of questions, including the “miracle question”? a. rational emotive behavior therapy b. Adlerian therapy c. cognitive behavioral therapy d. solution-focused brief therapy ANSWER: d RATIONALE: Main techniques of solution-focused brief therapy include raising questions, asking clients to look for exceptions to a problem, the miracle question, scaling questions, focusing on strengths, use of metaphors, and carrying out homework assignments. POINTS: 1 REFERENCES: The Use of Techniques: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.5 - Explain how the application of techniques in group work is related to

DATE CREATED: DATE MODIFIED:

one’s theoretical position. 3/8/2022 8:08 PM 3/8/2022 8:09 PM

6. Which approach emphasizes analysis and assessment and exploration of the family constellation and is, in its classical form, quite confrontational? a. psychoanalytic b. Adlerian c. existential d. person-centered ANSWER: b RATIONALE: Adlerian therapy techniques include analysis and assessment, exploration of family constellation, reporting of earliest recollections, confrontation, interpretation, cognitive restructuring, challenging of one’s belief system, and exploration of social dynamics and of one’s unique style of life. POINTS: 1 REFERENCES: The Use of Techniques: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.5 - Explain how the application of techniques in group work is related to one’s theoretical position. DATE CREATED: 3/8/2022 8:09 PM DATE MODIFIED: 3/8/2022 8:10 PM 7. Which approach is most likely to welcome differences, respect client’s values, and prize cultural pluralism? a. person-centered b. cognitive behavioral c. motivational interviewing d. person-centered ANSWER: d RATIONALE: Person-centered group work’s main multicultural strengths are respect for client’s values, active listening, welcoming of differences, nonjudgmental attitude, understanding, willingness to allow clients to determine what will be explored in sessions, and prizing cultural pluralism. POINTS: 1 REFERENCES: Group Work in a Multicultural Context: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.7 - List some of the contributions to multicultural group counseling from specific theories. DATE CREATED: 3/8/2022 8:10 PM DATE MODIFIED: 3/8/2022 8:12 PM 8. Which group approach often conflicts with collectivistic values because of its emphasis on individualism? a. existential b. Adlerian c. Gestalt

d. psychodynamic ANSWER: RATIONALE:

a Existential group work’s values of individuality, freedom, autonomy, and self-realization often conflict with cultural values of collectivism, respect for tradition, deference to authority, and interdependence. POINTS: 1 REFERENCES: Group Work in a Multicultural Context: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.8 - List some of the limitations of multicultural group counseling from specific theories. DATE CREATED: 3/8/2022 8:12 PM DATE MODIFIED: 3/8/2022 8:13 PM 9. According to the text, regardless of theoretical orientation, which stage in a group is the most critical? a. pregroup b. initial c. working d. final ANSWER: a RATIONALE: The preparatory or pregroup period in the formation of a group may be the most critical of all. If the group’s foundation is weak, the group may never get out of the starting gate. Effective groups do not simply “happen.” The hard work and careful organization that go into planning a group are bound to have payoffs once the group gets underway. POINTS: 1 REFERENCES: Applications of an Integrative Model QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.9 - Describe the integrative model from the perspective of the stages of a group. DATE CREATED: 3/8/2022 8:14 PM DATE MODIFIED: 3/8/2022 8:15 PM 10. In which approach does the group leader disavow the role of expert? a. solution-focused brief therapy b. psychoanalytic c. cognitive behavioral d. rational emotive behavior ANSWER: a RATIONALE: In solution-focused brief therapy, the group leader disavows the role of expert, preferring a more collaborative stance; the leader-as-expert is replaced by the group member-asexpert. POINTS: 1 REFERENCES: Role and Functions of the Group Leader: Various Perspectives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.3 - Identify the key roles and function of the group leader from the various

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approaches. 3/8/2022 8:15 PM 3/8/2022 8:17 PM

11. Developing an integrative approach involves simply picking out bits and pieces from different approaches and putting them together. a. True b. False ANSWER: False RATIONALE: Creating an integrative stance is an ongoing project that comes with experience and reflection. You cannot simply pick bits and pieces from theories in a random and fragmented manner. POINTS: 1 REFERENCES: Applications of an Integrative Model QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.10 - Identify the pros and cons of an integrative model of group work. DATE CREATED: 3/8/2022 8:18 PM DATE MODIFIED: 3/8/2022 8:19 PM 12. An integrative approach is especially useful in working with multicultural groups. a. True b. False ANSWER: True RATIONALE: Technical eclecticism seems especially necessary in working with a diverse range of cultural backgrounds. Harm can come to group participants who are expected to fit all the specifications of a given theory, whether or not the values espoused by the theory are consistent with their own cultural values. POINTS: 1 REFERENCES: Group Work in a Multicultural Context: Various Perspectives QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.6 - Appreciate the multicultural context of group work. DATE CREATED: 3/8/2022 8:19 PM DATE MODIFIED: 3/8/2022 8:20 PM 13. The cognitive behavioral therapy (CBT) approach can be particularly useful in setting goals. a. True b. False ANSWER: True RATIONALE: Because of its emphasis on helping members identify concrete aspects of their behavior that they most want to change, the cognitive behavioral method can be especially helpful when group members are setting goals. POINTS: 1 REFERENCES: Applications of an Integrative Model QUESTION TYPE: True / False HAS VARIABLES: False

LEARNING OBJECTIVES: LO 16.9 - Describe the integrative model from the perspective of the stages of a group. DATE CREATED: 3/8/2022 8:20 PM DATE MODIFIED: 3/8/2022 8:21 PM 14. When group members have become entrenched in defensiveness, rational emotive behavior therapy (REBT) methods may be particularly useful. a. True b. False ANSWER: True RATIONALE: Rational emotive behavior therapy and other cognitive behavior therapies are useful in helping members challenge self-defeating beliefs that lead to an entrenchment of their defensiveness in the group. POINTS: 1 REFERENCES: Applications of an Integrative Model QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.9 - Describe the integrative model from the perspective of the stages of a group. DATE CREATED: 3/8/2022 8:21 PM DATE MODIFIED: 3/8/2022 8:22 PM 15. The leaders of cognitive behavioral (CBT) groups are usually nondirective. a. True b. False ANSWER: False RATIONALE: Many cognitive behavior therapy groups are characterized by a very active, structured, and directive group leadership. POINTS: 1 REFERENCES: Degree of Structuring and Division of Responsibility: Various Perspectives QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.4 - Understand how the degree of structuring and division of responsibility is dependent on one’s theoretical orientation. DATE CREATED: 3/8/2022 8:22 PM DATE MODIFIED: 3/8/2022 8:23 PM 16. In psychoanalytic groups, members are responsible for developing their own insights. a. True b. False ANSWER: False RATIONALE: While insight is important in both psychoanalytic and Adlerian groups, they approach insight differently. In psychoanalytic groups, members may be provided with insights by the leader or other group members, while in Adlerian groups, members develop insight about themselves and assume responsibility for taking positive measures to make changes. POINTS: 1 REFERENCES: Degree of Structuring and Division of Responsibility: Various Perspectives

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.4 - Understand how the degree of structuring and division of responsibility is dependent on one’s theoretical orientation. DATE CREATED: 3/8/2022 8:23 PM DATE MODIFIED: 3/8/2022 8:24 PM 17. One goal of cognitive behavioral therapy (CBT) is to eliminate maladaptive behavior. a. True b. False ANSWER: True RATIONALE: An important goal of cognitive behavioral therapy is to help group members eliminate maladaptive behaviors and learn new and more effective behavioral patterns. POINTS: 1 REFERENCES: The Goals of Group Counseling: Various Perspectives QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: LO 16.2 - Understand how the leader’s theoretical orientation influences the process of goal setting. DATE CREATED: 3/8/2022 8:24 PM DATE MODIFIED: 3/8/2022 8:25 PM 18. Using the framework set out in the text, select two approaches to group work and compare them with respect to their goals and how the groups set the goals. ANSWER: Answers will vary depending on the approaches selected but may include the following: PSYCHOANALYTIC To provide a climate that helps clients reexperience early family relationships. To uncover repressed feelings associated with past events that carry over into current behavior. To facilitate insight into the origins of faulty psychological development and stimulate a corrective emotional experience. ADLERIAN To create a therapeutic relationship that encourages participants to explore their basic life assumptions and to achieve a broader understanding of lifestyles. To help members recognize their strengths and their power to change. To encourage clients to acquire a sense of social interest and to find purpose in life. PSYCHODRAMA To facilitate the release of pent-up feelings, to provide insight, and to help clients develop new and more effective behaviors. To encourage clients to live in the present. To develop openness, honesty, and spontaneity. To open up unexplored possibilities for solving conflicts and for living more creatively. EXISTENTIAL To provide conditions that maximize self-awareness and reduce blocks to growth. To help members discover and use freedom of choice and assume responsibility for their own choices. To make it possible for members to encounter others in

PERSON-CENTERED

GESTALT

COGNITIVE BEHAVIORAL

RATIONAL EMOTIVE BEHAVIOR THERAPY

CHOICE THEORY/REALITY THERAPY SOLUTION-FOCUSED BRIEF THERAPY AND MOTIVATIONAL INTERVIEWING

the here-and-now and to use the group as a place to overcome feelings of alienation. To provide a safe climate wherein members can explore the full range of their feelings and their experiencing. To help members become increasingly open to new experiences and develop confidence in themselves and their own judgments. To enable members to pay close attention to their moment-to-moment experiencing so they can recognize and integrate disowned aspects of themselves. To assist members in evaluating how their thinking influences how they are behaving. To help group members eliminate maladaptive behaviors and learn new and more effective behavioral patterns. (Broad goals are broken down into a series of narrower specific goals.) To assist group members in achieving both unconditional self-acceptance and unconditional otheracceptance. To eliminate the members’ self-defeating outlook on life and replace it with a more tolerant and rational one. To guide members toward learning realistic and responsible behavior. To assist group members in evaluating their behavior and in deciding on a plan of action for change. To help members adopt an attitudinal and language shift from talking about problems to talking about solutions. To encourage members to choose the goals they want to accomplish in the group. To assist members in identifying their competencies and strengths that will lead to new possibilities. To assist members in identifying, examining, and resolving ambivalence about changing a lifestyle pattern or specific behavior. To strengthen members’ motivation for and a commitment to change.

POINTS: 1 REFERENCES: The Goals of Group Counseling: Various Perspectives QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 16.1 - Understand the framework for comparing the various theoretical models to specific aspects of group counseling. LO 16.2 - Understand how the leader’s theoretical orientation influences the process of goal setting. DATE CREATED: 3/8/2022 8:25 PM DATE MODIFIED: 3/8/2022 8:26 PM 19. Using the framework set out in the text, select two approaches to group work and compare them with respect to the roles of the members. ANSWER: Answers will vary depending on the approaches selected but may include the following: PSYCHOANALYTIC Members raise issues and produce material from the

ADLERIAN

PSYCHODRAMA

EXISTENTIAL

PERSON-CENTERED

GESTALT COGNITIVE BEHAVIORAL

RATIONAL EMOTIVE BEHAVIOR THERAPY CHOICE THEORY/REALITY THERAPY SOLUTION-FOCUSED BRIEF THERAPY AND MOTIVATIONAL INTERVIEWING

unconscious; assume increasing responsibility for interacting spontaneously, making interpretations, and sharing insights about others; become auxiliary therapists for one another. Members develop insight about themselves; assume responsibility for taking positive measures to make changes; and consider alternative beliefs, goals, and behaviors. Members produce the material for psychodramas and, when in the role of protagonist, direct their own psychodramas. Members are responsible for deciding the issues they want to explore, thus determining the direction of the group. Members are seen as having the capacity to find a meaningful direction, of being able to help one another, and of moving toward constructive outcomes. Members must be active and make their own interpretations. Members are expected to be active, to evaluate their thinking, to apply what they learn to everyday life situations, and to practice new behaviors outside the group. Members are responsible for exploring their own selfdefeating thinking; they are expected to continue this work outside the group. Members decide on specific changes they want to make and design an action plan for implementing these changes. Members focus on a solution track; pay attention to what is working in daily life and continue doing more of this; observe what they are doing when things are going better.

POINTS: 1 REFERENCES: Degree of Structuring and Division of Responsibility: Various Perspectives QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 16.1 - Understand the framework for comparing the various theoretical models to specific aspects of group counseling. LO 16.4 - Understand how the degree of structuring and division of responsibility is dependent on one’s theoretical orientation. DATE CREATED: 3/8/2022 8:27 PM DATE MODIFIED: 3/8/2022 8:28 PM 20. Using the framework set out in the text, select two approaches to group work and compare them with respect to the techniques that are used. ANSWER: Answers will vary depending on the approaches selected but may include the following: PSYCHOANALYTIC Interpretation, dream analysis, free association, analysis of resistance, and analysis of transference—all designed to make the unconscious conscious and bring about insight.

ADLERIAN

PSYCHODRAMA

EXISTENTIAL

PERSON-CENTERED

GESTALT

COGNITIVE BEHAVIORAL

RATIONAL EMOTIVE BEHAVIOR THERAPY

CHOICE THEORY/REALITY THERAPY SOLUTION-FOCUSED BRIEF THERAPY AND MOTIVATIONAL INTERVIEWING

Analysis and assessment, exploration of family constellation, reporting of earliest recollections, confrontation, interpretation, cognitive restructuring, challenging of one’s belief system, and exploration of social dynamics and of one’s unique style of life. Self-presentation, presentation of the other, interview in the role of the other and interview in the role of the self, soliloquy, role reversal, double technique and auxiliary egos, mirroring, and future projection. Understanding is primary focus. Techniques can be borrowed from other therapies to better understand the member’s world and to deepen the level of therapeutic work, but focus remains on a subjective understanding of the member’s world. The stress is on the facilitator’s attitudes and behavior, and structured or planned techniques are generally not used. In place of techniques, attitudes include active listening, reflection of feelings, clarification, support, empathy, and “being there” for the client. Many action-oriented techniques are available to the leader, all of which intensify immediate experiencing and awareness of current feelings. Techniques include empty chair, game of dialogue, fantasy approaches, rehearsal techniques, exaggerating a behavior, staying with feelings, dialogues with self or significant others in the present, and dream work. Experiments are designed to enable participants to gain increased awareness. Experiments are best done in a collaborative way between the leader and a member. Techniques are based on behavioral and learning principles and are aimed at behavioral changes and cognitive restructuring. Techniques include Socratic dialogue, self-monitoring, self-help activities, reinforcement and supportive measures, behavior rehearsal, coaching, modeling, feedback, and procedures for evaluating and changing cognitions. Leaders use a wide range of cognitive, behavioral, and emotive interventions to bring about change. Leaders teach, model, probe, confront, challenge, and actively direct. Cognitive methods include disputation of faulty beliefs, use of coping self-statements, psychoeducational work, and cognitive homework. Behavioral methods include role playing, behavior rehearsal, homework assignments, and skills training. A wide range of techniques is used, such as role playing, modeling, use of humor, contracts, using the WDEP model, and designing specific plans for action. Main techniques of solution-focused brief therapy include raising questions, asking clients to look for exceptions to a problem, the miracle question, scaling questions, focusing on strengths, use of metaphors, and carrying out homework assignments. Main techniques of motivational interviewing include raising open-ended

questions about reasons for the status quo and the possibility of change, affirming strengths within the client, reflective listening, summarizing or recapping what has gone on in a session, and encouraging clients to explore their ambivalence over changing. POINTS: 1 REFERENCES: The Use of Techniques: Various Perspectives QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: LO 16.1 - Understand the framework for comparing the various theoretical models to specific aspects of group counseling. LO 16.5 - Explain how the application of techniques in group work is related to one’s theoretical position. DATE CREATED: 3/8/2022 8:28 PM DATE MODIFIED: 3/8/2022 8:29 PM