Journal for Specialists in Group Work Volume 39, Number 1, March

Journal for Specialists in Group Work
Volume 39, Number 1, March 2014
Continuing Education Unit Questions
Finding Your New Normal: Outcomes of a Wellness-Oriented Psychoeducational Support
Group for Cancer Survivors
(Laura Shannonhouse, Jane Myers, Sejal Barden, Philip Clarke,
Rochelle Weimann, Allison Forti, Terri Moore-Painter,
Tammy Knutson, and Michael Porter)
1. Which of the following is not a second order factor of the Indivisible Self model of
wellness (IS-Wel)?
a. Creative Self
b. Coping Self
c. Emotional Self
d. Physical Self
2. How is the cancer survivorship support group examined in this study different from
groups cited in other studies?
a. This group in the current study is the only one cited exclusively composed of breast
cancer survivors
b. Exercise is not incorporated into the group from this study
c. No other study has obtained data from participants before and after the group
d. The current study focuses on a group that implements a holistic wellness model
3. What qualitative methodology was used to analyze the data in this study?
a. Ethnography
b. Consensual Qualitative Research
c. Grounded Theory
d. Phenomenology
4. What was the most frequently expressed core idea in the Hope for Change domain from
a. the first set of interviews?
b. Wellness
c. Solidarity
d. Physical Knowledge
5. What implication for survivorship group organization emerged from this study?
a. Facilitators should screen participants, grouping them according to similar cancer
experiences (e.g. treatment, stage)
b. Experiential activities are not effective in enhancing wellness
c. A larger number of group participants is preferable
d. Facilitating post-traumatic growth should not be a consideration of group organizers
The Achieving Success Everyday Group Counseling Model: Implications for Professional
School Counselors
(Sam Steen, Malik S. Henfield, and Beverly Booker)
6. Group counseling interventions alone have been shown to improve scores on assessments
regarding the following topics:
a. Self-esteem
b. Social skills
c. All of the above
d. None of the above
7. Screening of group members should be conducted during which of the following phases?
a. Support
b. Support and Assessment
c. Assessment
d. None of the above
8. It is suggested that the most successful group counseling interventions include the
following participants:
a. Students
b. Teachers
c. Parents
d. All of the above
9. School counselors should use all of the following leadership strategies when conducting
group counseling interventions except
a. Confrontation
b. Sarcasm
c. Linking students
d. Appropriate self-disclosure
10. The ASE group counseling model could benefit from ongoing quantitative studies to
determine its efficacy for a variety of different populations and qualitative research
studies that include but are not limited to
a. The experiences of school counselors facilitating this model
b. The students’ experiences participating in the groups
c. The perceptions of teachers and families of this intervention’s ability to make a
positive impact on their children’s lives.
d. All of the above
The Latino Parents-Learning About College (LaP-LAC) Program: Educational
Empowerment of Latino Families through Psychoeducational Group Work
(José A. Villalba, Laura M. Gonzalez, Erik M. Hines, and L. DiAnne Borders)
Latino students are over-represented in
4-year colleges.
2-year colleges.
technical schools.
the armed forces.
The most powerful predictor of students’ educational expectations is
parents’ educational level.
parental involvement in college planning.
the students’ academic achievement.
Even when Latino parents have college knowledge, they still may limit their involvement
in their students’ college planning because of
lack of time.
low self-efficacy around the impact of their efforts.
a belief that college planning is the schools responsibility.
two of the above.
An example of a mastery experience would be
helping Latino parents complete a FAFSA during the workshop session on
financial aid.
inviting a panel of Latino parents whose children are in college to come to a
workshop session.
providing the LaP-LAC workshop in Spanish.
defining academic terms related to college planning (e.g., credits, merit-based vs.
need-based scholarships).
In general, Latino parents have greater concerns than other parents around
their child choosing the right college major.
their child getting a job after graduating from college.
their children leaving home to attend college.
helping their child prepare for the SAT.
From the Inside Out: Group Work With Women of Color
(Ellen L. Short and Wendi S. Williams)
16. The best practices for group workers doing identity work with women of color (WOC)
a. Group workers share the ethnic/racial background as the group members.
b. The group worker's ethnic/racial and gender identities does not effect their work with
WOC in group.
c. Group workers share the same gender identity.
d. Group workers must engage their own identity work.
17. A preference for lighter skin color over darker skin color is an example of:
a. The influence of societal racism and sexism towards WOC.
b. The intersection of race and gender among WOC.
c. Colorism, a term developed by Alice Walker (1983) that describes skin color bias
among WOC.
d. A documentary that explores the history of skin color among WOC.
18. Application of the SisterCircle Approach and the Group Relations Model to group work with
WOC can provide the group worker with:
a. Effective models of time-limited group work.
b. Perspectives that focus on internal and external aspects of group counseling.
c. Effective techniques to alleviate group members' distrust of the counseling process.
d. Perspectives that focus on implementation of group solidarity.
In what ways are The SisterCircle Approach and the Group Relations Model similar in their
a. The here-and-now during group work and the group worker's embedded racial-cultural
identities and cultural competencies.
b. Both models embody very contemporary approaches to group work.
c. Both models embody eclectic approaches to group work.
d. The there-and-then during group work and the group worker's ability to become
familiar with each group member.