Test Bank Chapter 24 Group Dynamics In A Multicultural World

Chapter 24. Group Dynamics in a Multicultural World

1. The theoretical framework for the group relations model is based on

a. Psychoanalytic and systems theories

b. Adlerian theories

c. Rogerian theory

d. Solution focused theories

Cognitive domain: Application

Answer location: Theoretical Framework

Question type: MC

2. From a ____________ perspective, the concepts of splitting, projection, and projective identification are helpful for understanding the dynamic processes that occur interpersonally, in groups, and in intergroup relations.

a. Systems theories

b. Adlerian theories

c. Psychoanalytic

d. Solution focused theories

Cognitive domain: Application

Answer location: Theoretical Framework

Question type: MC

3. Individuals use __________ to ward off and to manage the anxiety related to the desires and fears about belonging and rejection held by those in the group.

a. Deflections

b. Defense mechanisms

c. Manipulations

d. Medications

Cognitive domain: Comprehension

Answer location: Theoretical Framework

Question type: MC

4. ____________involves the process of projecting those parts of self that are too difficult to hold, those unacceptable and undesirable impulses, onto the “other.”

a. Projection

b. Projective identification

c. Separation

d. Splitting

Cognitive domain: Analysis

Answer location: Theoretical Framework

Question type: MC

5. In ______________, group members avoid talking about or dealing with issues that may seem obvious to an observer, or they engage in conflict with each other or the leader, another way to avoid the task at hand.

a. Basic assumption dependency

b. Basic assumption fight/flight

c. Basic assumption pairing

d. Basic assumption directive

Cognitive domain: Comprehension

Answer location: Racial and Cultural Group Dynamics

Question type: MC

6. According to_______________, five characteristics can be observed in groups: group boundaries, power differences, affective patterns, cognitive formations and distortions, and leadership behavior.

a. Psychoanalytic

b. Systems theories

c. Embedded intergroup relations theory

d. Solution focused theories

Cognitive domain: Application

Answer location: Intergroup Dynamics

Question type: MC

7. ___________ encompass differences in access to resources and assumptions concerning who has control and who does not.

a. Boundary differences

b. Power differences

c. Task differences

d. Role differences

Cognitive domain: Analysis

Answer location: Intergroup Dynamics

Question type: MC

8. In ___________, two members are put forth by the group as its leaders who will produce a “messiah,” or something that will save the group.

a. Basic assumption dependency

b. Basic assumption fight/flight

c. Basic assumption pairing

d. Basic assumption directive

Cognitive domain: Comprehension

Answer location: Racial and Cultural Group Dynamics

Question type: MC

9. The _______________model purports that there are “two dialectically related modes of grasping experience—apprehension and comprehension —and two dialectically related modes of transforming experience—intension and extension.”

a. Technological advancement

b. Clinical

c. Motivational enhancement

d. Experiential learning theory

Cognitive domain: Comprehension

Answer location: Systems and Context

Question type: MC

10. ___________is an interactive process in which group members who are targets of the projections identify with them and act “as if” they are true.

a. Projection

b. Projective identification

c. Assimilation

d. Splitting

Cognitive domain: Knowledge

Answer location: Theoretical Framework

Question type: MC

11. The group relations conferences were brought to the United States in the

a. 1950s.

b. 1960s.

c. 1970s.

d. 1980s.

Cognitive domain: Knowledge

Answer location: The Group Relations Model

Question type: MC

12. In relation to the structure of groups, the acronym BART stands for

a. Boundaries, Application, Rules, Time

b. Basic, Answers, Rules, Temperament

c. Boundaries, Authority, Role, Task

d. Basic, Application, Role, Time

Cognitive domain: Knowledge

Answer location: Systems and Context

Question type: MC

13. The group relations conferences were developed at

a. American Counseling Association in Washington DC

b. The Tavistock Institute in London

c. The International Association of Group Relations in New York

d. Extended Family Institute in Brazil

Cognitive domain: Knowledge

Answer location: The Group Relations Model

Question type: MC

14. In the group relations model, roles, boundaries, and authority are examined on the following three levels EXCEPT

a. Interpersonal

b. Group

c. Organizational

d. Intrapersonal

Cognitive domain: Analysis

Answer location: The Group Relations Model

Question type: MC

15. The group relations model is part of the Tavistock tradition of

a. Conceptual learning

b. Experiential learning

c. Intrapersonal learning

d. Kinesthetic learning

Cognitive domain: Knowledge

Answer location: The Group Relations Model

Question type: MC

16. In ____________, the group functions “as if” it is totally dependent on the leader, powerless, and lacking in intellectual capacity.

a. Basic assumption dependency

b. Basic assumption fight/flight

c. Basic assumption pairing

d. Basic assumption directive

Cognitive domain: Comprehension

Answer location: Racial and Cultural Group Dynamics

Question type: MC

17. Bion (1961) described the group as an entity that functions on two levels: as a _______and as a ________.

a. Social group; work group

b. Work group; basic assumption group

c. Creative group; dull group

d. Cooperating group; competing group

Cognitive domain: Knowledge

Answer location: Racial and Cultural Group Dynamics

Question type: MC

18. Group members are more inclined to polite engagement at what stage of the group?

a. When the group is forming

b. When the group is fully formed

c. When the group is winding down

d. When the group is at the midpoint

Cognitive domain: Application

Answer location: Racial and Cultural Group Dynamics

Question type: MC

19. _________ refers to ambivalent and conflicting emotions that create opposite feelings within the self, such as good/bad, powerful/powerless, smart/dumb, and happy/sad.

a. Projection

b. Projective identification

c. Separation

d. Splitting

Cognitive domain: Comprehension

Answer location: Theoretical Framework

Question type: MC

20. When anxious, most people tend to see things as

a. “Both/and”

b. “Both/or”

c. “Either/or”

d. “Either/and”

Cognitive domain: Analysis

Answer location: Theoretical Framework

Question type: MC

21. Defense mechanisms are social tools of survival.

a. True

b. False

Cognitive domain: Comprehension

Answer location: Theoretical Framework

Question type: TF

22. A system consists of a single level of functioning.

a. True

b. False

Cognitive domain: Comprehension

Answer location: Systems and Context

Question type: TF

23. Group leaders who work with multicultural groups must be willing to state observations that may sound politically incorrect.

a. True

b. False

Cognitive domain: Knowledge

Answer location: Strategies for Working With Racial and Cultural Dynamics

Question type: TF

24. In groups, boundaries are always permeable.

a. True

b. False

Cognitive domain: Knowledge

Answer location: Systems and Context

Question type: TF

25. Conflicts and disconnections occur in groups when the emotions related to power, authority, and leadership bump up against one another.

a. True

b. False

Cognitive domain: Knowledge

Answer location: Intergroup Dynamics

Question type: TF

26. Groups always behave in a sensible manner.

a. True

b. False

Cognitive domain: Knowledge

Answer location: Racial and Cultural Group Dynamics

Question type: TF

27. Groups are microcosms of the societies in which they are formed.

a. True

b. False

Cognitive domain: Knowledge

Answer location: Group Dynamics in a Multicultural World

Question type: TF

28. Systems exist in social, political, and economic contexts that affect attitudes, beliefs, perceptions, and values.

a. True

b. False

Cognitive domain: Knowledge

Answer location: Systems and Context

Question type: TF

29. Racial and cultural microaggressions are often the results of individuals’ perceptions, hidden assumptions, stereotypes, and attitudes about the social roles expected for members of different racial, ethnic, and cultural groups.

a. True

b. False

Cognitive domain: Knowledge

Answer location: Intergroup Dynamics

Question type: TF

30. Discuss the concept of a group relations conference.

a. A group relations conference is an intensive temporary experiential educational institution designed for the study of authority and leadership. It enables participants to examine and question the kinds of roles taken (leader or follower), who takes them, how authority is taken up, and how others authorize or deauthorize those in authority roles. Roles, boundaries, and authority are examined on three levels—interpersonal, group, and organizational—all in the context of the socioeconomic and political environment. Such a conference provides a place for learning about feelings, thoughts, expectations, impressions, fears, and assumptions.

Cognitive domain: Comprehension

Answer location: The Group Relations Model

Question type: ESS

31. Define the term racial microaggressions.

a. Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.

Cognitive domain: Comprehension

Answer location: Group Dynamics

Question type: SA

32. List three competencies that the A. K. Rice Institute for the Study of Social Systems deems as important for leaders working with groups and organizations.

a. (1) The capacity to maintain task and role boundaries in the face of positive or negative responses from others. (2) The courage to speak what is felt to be unspeakable in the particular work context as long as it relates to the task of the group at hand. (3) The ability to reflect on and express one’s internal experience rather than acting on it. (4) An understanding of how elements of one’s own identity and history affect one’s work as well as call forth particular fantasies and projections from others in the context of groups. (5) The ability to recognize that individuals “carry” or express some aspect of the experience of the group as a whole—for example, scapegoating and rescuing. (6) An understanding that the exercise of leadership and representation affects, and is affected by, group and intergroup dynamics. (7) An understanding of how group and organizational dynamics are reflections of the larger sociopolitical context.

Cognitive domain: Application

Answer location: Strategies for Working With Racial and Cultural Dynamics

Question type: SA