GROUPS PROCESS AND PRACTICE 9TH EDITION by Marianne Schneider Corey -Test Bank

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GROUPS PROCESS AND PRACTICE 9TH EDITION by Marianne Schneider Corey -Test Bank


GROUPS PROCESS AND PRACTICE 9TH EDITION by Marianne Schneider Corey -Test Bank

Textbook Name Corey, Groups: Process and Practice, 9th edition

Chapter Number and Name: Chapter 2: The Group Counselor

Multiple Choice Test Bank


  1. The most crucial task of a group leader is:
  2. Establishing relationships with others
  3. Providing a safe, nurturing and open environment
  4. Getting members to establish relationships with each other
  5. Maintaining adequate control, authority and leadership


ANS: A      PG: 26


  1. A new group leader, whether new to the profession or straight out of school, can bring which strength to the table to compensate for his or her lack of experience?
  2. Recent educational aspects of training that are less likely to be forgotten
  3. Less likely burnout
  4. A fresh perspective
  5. Less preconceived notions and biases


ANS: C      PG: 26


  1. Jasmine is leading her first group. Things are not going according to plan. As prolonged periods of silence follow, one after another, she must learn:
  2. Ways in which to eliminate these uncomfortable moments
  3. Measures to take to keep conversation going
  4. That silence, though uncomfortable, is to be expected
  5. That she must speak when silence prevails


ANS: C      PG: 28


  1. DeLucia-Waack and Fauth consider ____________ to be most critical in the development of skilled, competent leaders of therapeutic groups?
  2. Supervision
  3. Continuing education
  4. Sticking to a particular theory and remaining consistent
  5. Maintaining poise and composure in the face of stressors


ANS: A      PG: 28


  1. Jefferson has been leading a counseling group for the past three weeks. Several issues have surfaced, issues that his training has not directly addressed. He could/should:
  2. Put the issue on hold until he consults with others who are more knowledgeable; its the responsible thing to do
  3. Trust his instincts; its the courageous thing to do
  4. Tell the counselees that he is stumped; its the human thing to do
  5. Ignore the issue as there are other topics that need to be discussed


ANS: B      PG: 29


  1. A behavior in which a group counselor addresses issues by setting an example of himself or herself is known as:
  2. Exemplary leadership
  3. Patterning
  4. Leading by example
  5. Modeling


ANS: D      PG: 29


  1. Brett is 10 minutes away from his second counseling session. The group members have been expressing strong emotions ranging from anger to feelings of betrayal, pain to jealousy. Although he knows that he must be present, aware and empathic in terms of their situations, he remembers the voice of his supervisor in his head: Avoid the risk of ______________ with your clients.
  2. Over-commitment
  3. Over-facilitating
  4. Over-enabling
  5. Over-identifying


ANS: D      PG: 30


  1. Self-revelation on the part of the counselor should be used with group members:
  2. Sparingly
  3. Often, as it is a particularly effective tool for getting clients to open up
  4. Spontaneously and only as the situation calls for
  5. Never; it detracts from the clients issues that should remain the paramount focus of therapeutic sessions


ANS: C      PG: 30


  1. You always take Jennys side. Youre a racist! I cant believe somebody as dumb as you could become a therapist! As the group leader, its time for you to respond; all eyes are on you.
  2. The situation calls for you to respond forcefully
  3. Only with a firm response can you maintain authority
  4. The situation demands a non-defensive response
  5. According to experts (Baker, 2003), a warning should be issued, whereby a repeated outburst will result in removal from the group


ANS: C      PG: 31


  1. By means of cultural influences, asking an African-American to tone things down can often be construed by the party as all of the following except:
  2. Racist
  3. Offensive
  4. Insulting
  5. Appropriate only if the counselor is of the same race


ANS: D      PG: 31


  1. Frances is recently divorced. She weeps openly and often. As a counselor and group leader, you too have gone through a painful divorce. Which of the following is not an appropriate response?
  2. I know exactly what you are going through.
  3. The emotions you are experiencing might be more common than you think.
  4. Would you like to talk more about your reactions?
  5. Can I explain to you how I coped with my similar situation?


ANS: A      PG: 32


  1. When utilizing __________ in groups, it is particularly important to gauge the members non-verbal reactions:
  2. Humor
  3. Role-play
  4. Modeling
  5. Suggestiveness


ANS: A      PG: 35


  1. The verbal reiteration of what a second individual has stated for purposes of clarification and so the other person can see that both of you understand the point is known as:
  2. Therapeutic repetition
  3. Rehashing
  4. Reflecting
  5. Interpreting


ANS: C      PG: 37


  1. Anthony states: Since the accident left me paralyzed, Im unable to walk. Imagine what its like being a productive worker one day and being at home confined to a wheelchair now! Which of the following is an appropriate reaction of the counselor utilizing the principle of clarifying?
  2. Anthony, you really sound as if you are at wits end.
  3. You seem to sound angry and frustrated at not being able to work anymore. This is a normal reaction to someone in your situation.
  4. A lot has changed Anthony. Youve been injured and can no longer work. Well help you get better.
  5. Anthony, not only have you been severely injured. You are now left paralyzed. Your life has been altered in many ways, and I sense the frustration which you are feeling.


ANS: D      PG: 37


  1. Alan and Arturo, members of a counseling group, have expressed similar feelings of inadequacy following divorce. Sensing this, the leader attempts to foster a line of communication regarding the commonality of the issue between these members. This attempt to build cohesiveness and interaction is known as:
  2. Bridging
  3. Linking
  4. Mutuality
  5. Mutual support


ANS: B      PG: 40


  1. Isabella continually refers to Kyle in what often prove to be lengthy tangents regarding her college years. The name itself evokes a high degree of passion. The group leader can/should:
  2. Cut off the conversation as being irrelevant
  3. Ask the counselee politely to return to the here and now
  4. Ask the counselee how this person relates to present issues
  5. Ask the counselee to break confidentiality in order to discuss personal aspects of Kyle


ANS: C      PG: 41


  1. A factor to be aware of when terminating a group is the members potential feelings/fears of __________.
  2. Relapse
  3. Decompensation
  4. Loss
  5. Repression


ANS: C      PG: 43


  1. A stated disadvantage of the co-leadership model is:
  2. Differences in power and privilege among leaders
  3. Increased burnout
  4. Counter-transference
  5. Competition


ANS: D      PG: 47


  1. Studies have determined that group therapy is:
  2. Equally or, in some cases more, effective than individual therapy
  3. Less effective than individual therapy, though more financially feasible
  4. Less effective than individual therapy though more popular
  5. Equal in effectiveness when compared to group therapy


ANS: A      PG: 48


  1. Yalom (2005b) advocates a nontraditional view of __________ in terms of increasing the effectiveness of counselors and group leaders:
  2. Continuing education
  3. Research
  4. Theories
  5. Clinical training


ANS: B      PG: 48



Textbook Name Corey, Groups: Process and Practice, 9th edition

Chapter Number and Name: 10: Groups in School Settings

Multiple Choice Test Bank


  1. The School-Based Groups model described by Sink, Edwards and Eppler (2012), can be summed up as P + I = healthy development and dealing with daily-living. The P and I represent:
  2. Protocol/identification
  3. Preservation/integration
  4. Prevention/intervention
  5. Prediction/intervention


ANS: C      PG: 326


  1. An examination of psycho-educational groups in kindergarten through 12th grade (Villalba, 2007) demonstrated benefits in all the following areas except___________.
  2. A decrease in bullying
  3. An increase in academic performance in children from broken homes
  4. A decrease in trauma-related anxiety
  5. An increase in school attendance


ANS: D      PG: 326


  1. School-based groups are usually of what duration?
  2. At least a semester
  3. Brief
  4. Often an entire school year
  5. Sometimes multiyear


ANS: B      PG: 327


  1. __________________ is the most common theoretical approach in school settings.
  2. Cognitive Behavioral
  3. Psychodrama
  4. Humanistic
  5. Eclectic


ANS: A      PG: 327


  1. Program goals should be clearly articulated to the parents or guardians of the children who participate. Which of the following statements is correct?
  2. Only in vague terms; specifics can lead to unauthorized, though covert, disclosures of the childs issues
  3. No; this constitutes a violation of the childs right to privacy
  4. Only if a release of information waiver has been signed
  5. This statement is true in its entirety


ANS: D      PG: 327


  1. All matters of child abuse or neglect, either real or suspected, should be reported immediately to:
  2. CPS
  3. SCP
  4. The Police
  5. DCS


ANS: A      PG: 328


  1. Mrs. OHara, a social worker, has recommended to Billys third-grade teacher that he be placed in a school group to address certain issues. All the following should be taken into consideration for a proper student-to-group fit in terms of length and duration of the group, except:
  2. Medication Billy may be taking
  3. The severity of Billys problems
  4. His attention span
  5. His grades


ANS: D      PG: 328


  1. Children in group settings often test barriers and limitations in order to gauge the level of ________________ which they can expect.
  2. Permissiveness
  3. Safety
  4. Discipline
  5. Reaction


ANS: B      PG: 329


  1. In a group setting with child counselees, the youngsters regularly present views about parents, teachers, the school, etc. Mr. Strickland, the leader, should:
  2. Maintain partiality
  3. Express his own views on the matter
  4. Remain neutral
  5. Weigh his responses carefully before agreeing or disagreeing with the children


ANS: C      PG: 331


  1. Categorizing and labeling children, once deemed counterintuitive, is:
  2. Still likely to result in bias, either conscious or unconscious
  3. Is now a necessity due to widespread use of medication
  4. No longer considered as relevant an issue as in the past (DeLucia-Waack, 2001)
  5. Now seen as a more effective way of forming viable groups


ANS: A      PG: 332


  1. All the following are considered appropriate/important factors, ideas or considerations in terminating a group of children, except:
  2. A group diploma
  3. A graduation ceremony
  4. A reunion
  5. Permission to end confidentiality


ANS: D      PG: 332


  1. Play-therapy is/can be utilized effectively for:
  2. Those up to and including adolescents
  3. Those up to age 10
  4. Those up to age 6
  5. Those above age 10 who are low-functioning


ANS: A      PG: 332


  1. A well-known personality in the field of psychology who developed and instituted a form of widely used play-therapy was:
  2. Skinner
  3. Freud
  4. Jung
  5. Bandura


ANS: C      PG: 333


14   When dealing with the wide variety of issues faced by students, university counseling centers are often hindered by:

  1. The students desire to balance their problems with the desire to have fun
  2. Breaches and limitations in confidentiality
  3. Limited resources
  4. Transference issues


ANS: C      PG: 362


  1. Chizu Aoki is brand new to the Stepford University counseling center. She wishes to form and lead a group on campus. A recommended resource in determining the type, structure and potential benefits of a group is:
  2. The Practitioners Guide to Campus Counseling Professionals
  3. Group Work and Outreach Plans for College Counselors
  4. College and University Support: Issues, Guidelines and Strategies
  5. Everything You Need to Know About College Counseling; Fourth Edition


ANS: B      PG: 363


  1. Rings and Washburn (2011) present strategies for assisting which unique demographic of college students?
  2. First-generation students
  3. Students who have attended previous groups with unsuccessful outcomes
  4. Alcoholic students
  5. Single-parent students


ANS: A      PG: 364


  1. Interpersonal groups for college students are particularly effective in assisting counselees in clarifying their ___________.
  2. Goals
  3. Problems
  4. Identity
  5. Addictions


ANS: C      PG: 364


  1. Steen et al. (2011) propose that college students of color are more likely to depart prematurely from educational settings because of:
  2. Lack of academic and personal support
  3. Lower grades than those of their dominant-culture counterparts
  4. Bias and prejudice (real or perceived)
  5. General dissatisfaction


ANS: A      PG: 365


  1. Sources of stress during adolescence are unique to that specific period to the exclusion of those faced during college years. Which statement is correct?
  2. True always
  3. Untrue always
  4. Not true, but there are cultural and other factors that often factor in
  5. The issues are frequently not mutually exclusive


ANS: D      PG: 352 / 364-365


  1. A group for college students who are combat veterans has been developed by:
  2. Manley
  3. The Department of Defense
  4. The Secretary of Veterans Affairs
  5. Baron and Decker


ANS: A      PG: 365



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