Working With Groups In Schools Test Bank Hess Ch.10

CHAPTER 10: WORKING WITH GROUPS IN SCHOOLS

Multiple Choice

1. Who are most likely to work with groups of students in classrooms and sponsor student organizations.

1. School counselors
2. School psychologists
3. School psychiatrists
4. School psychiatrists and school psychologists

2. During this phase of the PARS approach, members may discuss strategies that were conducive to the desired outcome, and behaviors that were detrimental.

1. fourth
2. third
3. first
4. second

3. Through direct instruction in classrooms, school counselors promote development in three domains including all but which:

1. personal/social
2. academic
3. career
4. spiritual

4. During this stage, leaders often invite members to give feedback to one another, which is typically focused on encouragement or wishes.

1. orientation
2. termination
3. formation
4. working

5. Psychoeducation is also called: Guidance Curriculum

1. Management Curriculum
2. Guidance Curriculum
3. Psychiatry
4. Leadership Training

6. During this phase of the PARS approach, attention is given to the group interactions and self-awareness.

1. fourth
2. third
3. first
4. second

7. During this phase of the PARS approach, leaders invite members to explicate the various aspects of the activity.

1. fourth
2. third
3. first
4. second

8. During this stage, leaders often begin by explaining the group's purpose, and facilitating an activity to help members become acquainted with one another and with the group.

1. formation
2. working
3. termination
4. orientation

9. During this stage, Corey (2010) encouraged group leaders to start with a written proposal.

1. formation
2. working
3. termination
4. orientation

10. Elementary school-based professional helpers’ groups often address all but what:

1. Career development
2. Social skills
3. Friendship issues
4. Anger management

11. School-based professional helpers' typically lead all but what:

1. psychotherapy groups
2. task or work groups
3. counseling groups
4. psychoeducation groups

12. Stages of group development may be _____________ when you are working with younger children.

1. Moderately more noticeable
2. No different
3. Less noticeable
4. More noticeable

13. These groups are led by qualified mental health professionals and the emphasis is on sharing information and teaching skills.

1. psychiatry
2. task or work
3. counseling
4. psychoeducation

14. These groups are designed to assist individuals who have serious and persistent psychological disorders.

1. psychotherapy
2. task or work
3. counseling
4. psychoeducation

15. These groups are led by qualified mental health professionals, and are designed to facilitate personal growth or problem resolution.

1. psychotherapy
2. task or work
3. counseling
4. psychoeducation

16. The stages outlined by Tuckman and Jensen include all but what:

1. mourning
2. forming
3. norming
4. storming

17. Who has been a major force in group counseling?

1. Yalom
2. Rogers
3. Erikson
4. Gilligan

18. These groups include committee meetings and planning meetings:

1. psychiatry
2. task or work
3. counseling
4. psychoeducation

19. The Association for Specialists in Group Work has defined four kinds of group work that include all but what:

1. psychiatry
2. task or work
3. counseling
4. psychoeducation

20. During this stage, levels of cohesiveness manifest themselves, and leaders become cognizant of opportunities to use the group to promote growth and achievement of goals.

1. transition
2. working
3. termination
4. orientation

21. During this stage, when intense cohesiveness and member interaction is present, leaders should begin preparing members for closing before the last session.

1. transition
2. working
3. termination
4. orientation

22. A counselor states: “I would like to check something out with you. A few minutes ago we were discussing ways to avoid negative peer pressure, and everyone seemed to be involved. I felt a strong connection with each one of you and with the group. And then something seemed to happen that interrupted the work we were doing.” This is an example of:

1. Immediacy
2. Summary and open ended question
3. Reflection of content
4. Reflection of feeling

23. Groups typically include between:

1. 5 and 15 members
2. 10 and 20 members
3. 2 and 12 members
4. 27 and 35 members

24. What is the term for the dynamic ways in which group members interact with and relate to one another?

1. procedure
2. relations
3. process
4. interactions

25. The Association for Specialists in Group Work is a division of what:

1. The American Psychiatric Association
2. The American Counseling Association
3. The American Psychological Association
4. The American Medical Association

True/False

1. School psychologists may work with groups of parents and attend meetings with colleagues to develop Individual Educational Plans (IEPs).

2. Group leaders use different skills when facilitating task group meetings, working with six students in a communication skills group, or teaching an entire class about anger management.

3. Regardless of their nature or type, groups typically evolve through somewhat predictable phases.

4. Group stages are discreet and never cyclical.

5. Middle and high professional helpers may offer groups related to topics such as stress management, loss, relational aggression, career development, and study skills.

6. Because of the nature of a school context, transition stages may be less overt.

7. Counseling groups, like psychoeducational groups, are not designed for prevention, remediation, and growth.

8. Termination, should never be called consolidation or closing,

9. A key advantage of Corey’s model is that the language provides guidance regarding leaders' responsibilities as the group develops.

10. Screening is not a critical pre-member selection activity.

Short Answer Essay

1. Discuss the orientation stage of a group. What occurs during this stage?

• Leaders often begin by explaining the group's purpose, and facilitating an activity to help members become acquainted with one another and with the group. They may invite members to generate group rules that will be necessary for them to be comfortable. Confidentiality should be discussed in age appropriate language.
• For example, a school psychologist might introduce the first group meeting by saying, "I'm glad you could come today. I have several things planned for you. First we will introduce ourselves and try to learn one another's names. Then we will talk about rules that would help each one of you feel comfortable and safe during our meetings, and even afterwards." During the discussion of rules, leaders often invite members to generate ideas, and then expand on respecting one another, maintaining confidentiality, and participating voluntarily.
• In discussing confidentiality, it is often helpful to give examples of breaches, and generating ideas for consequences to impose when confidentiality is violated. It is important to reiterate limits of confidentiality and stress that you cannot guarantee confidentiality because the responsibility is shared among all group members.

2. Describe the PARS approach. Please give examples of each phase.

• Glass and Benshoff (1999) developed the PARS (Processing: Activity, Relationship, Self) Model, which was illustrated for an adventure-based counseling group. This model is particularly useful for school-based professional helpers. It is summarized and illustrated in the following table.
• During the first phase the PARS approach, leaders invite members to explicate the various aspects of the activity. Essentially members respond to, "What did we do?" and "What was my experience during the activity?" .
• Attention is given to the group interactions and self-awareness during the second phase. Members respond to, "How well did we work together" and "To what extent did I contribute?"
• The final phase is directed toward application and response to "How was my involvement in this activity similar to my behavior outside of the group?" and “What did I learn about myself?”. Members may discuss strategies that were conducive to the desired outcome, and behaviors that were detrimental. They may also disclose benefits they derived from the experience.

3. Discuss the termination stage of a group. How will you ensure that you effectively terminate any groups that you may run in the future?

• Planning is as important for concluding group experiences as it is for beginning groups. Design of group conclusion depends on the number of sessions a group meets and the nature of the group. When intense cohesiveness and member interaction is present, leaders should begin preparing members for closing before the last session. For task groups or psychoeducational groups, devoting a portion of the final meeting is sufficient.
• Termination, sometimes called consolidation or closing, includes focusing on accomplishments and experiences of group members, as well as implications of those accomplishments for behavior changes in other contexts. Additionally, it is important to facilitate expressions of farewell and opportunities for continued growth.
• A variety of strategies are used. For example, a group leader might ask each member to summarize his or her experiences throughout the group. Participants may focus on group interactions or on attainment of goals. Leaders often invite members to give feedback to one another, which is typically focused on encouragement or wishes.
• In most community counseling groups, arrangements are needed for follow-up or alternative services. Additionally, group members may not see one another again. School-based professional helpers usually remain in the building with the students, who have continued contact with one another; thus, final group meetings can be quite different, and sometimes less intense. Nonetheless, attention to closure and continued support remains important.

4. Discuss lesson preparation and delivery. How will you prepare for a group so that you effectively deliver the material to students?

• Whether presenting a single lesson or a multi-session unit, effective leaders establish a foundation by clarifying goals, purposes, and desired outcomes. They rely on their knowledge of learning theory in selecting as well as sequencing activities. They tailor lessons to meet the needs of the group members. They design and organize interesting materials to support their presentation.
• When working with children and youth, leaders do not have the luxury of saying, "Wait a minute. I can't find the handouts. I must have left it in my office. I'll be right back." It is difficult for group leaders, especially those who work with children and youth, to recover from such an introduction.
• Instead, effective leaders of psychoeducational groups thoroughly prepare every aspect of a lesson, including materials and supporting technology, before they enter classrooms. They are enthusiastic and energetic. They are friendly. They quickly engage the group members, and provide appropriate supervision that guides behavior throughout the lesson.
• They establish relevance by making material meaningful to students and by explicating connections between the lesson and applications in real life situations. They vary their approaches and facilitate involvement of all class members.
• They move around the room and maintain physical proximity with students. They endeavor to make a connection with each member of the group. They check for students’ understanding of each concept. Finally, they conclude the lesson with a summary or provide additional review, motivate action in response to the lesson, and prepare for the subsequent meeting (if the lesson is part of a unit).