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Quiz 2 :

The Group Counse

Quiz 2 :

The Group Counse

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In this chapter we described a set of skills necessary for effective group leadership. The following self-inventory helps you identify your areas of strengths and weaknesses as a group leader. Read the brief description of each skill and then rate yourself on each dimension. Think about the questions listed under each skill. These questions are designed to aid you in assessing your current level of functioning and in identifying specific ways you can improve on each skill. You can profit from this checklist by reviewing it before and after group sessions. If you are working with a coleader, he or she can provide you with a separate rating. These questions also provide a framework for exploring your level of skill development with fellow students and with your supervisor or instructor. To what degree do you demonstrate the following? (One space is for you to rate yourself early in the term and the other space for later on.) On each skill, rate yourself using this 3-point scale: 3 = I do this most of the time with a high degree of competence. 2 = I do this some of the time with an adequate degree of competence. 1 = I do this occasionally with a relatively low level of competence. Clarifying. Focusing on the underlying issues and assisting others to get a clearer picture of what they are thinking or feeling. a. Do my clarifying remarks help others sort out conflicting feelings? b. Am I able to focus on underlying issues and themes? c. Do members get a clearer focus on what they are thinking and feeling? d. Does my clarification lead to a deeper level of member self-exploration?
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Clarifying oneself in a conversation leads to deeper understanding in the group. The individual is able to better portray himself and his thoughts when people do not understand his perspective. This clarification leads to better inspection of words both for speaker and the listeners.
The ranking of clarification on a scale of 1 to 3 is shown as below for each of the options.
a)3
b)2
c)2
d)1
The closest interpretation of the clarification is finding out if the explanation remarks help others resolve the conflicting feelings.
The other pending options focus on person's underlying issues and concerns. The person occasionally ask with a relatively competence that if his/her clarification had led to a deeper level of member self-exploration

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In this chapter we described a set of skills necessary for effective group leadership. The following self-inventory helps you identify your areas of strengths and weaknesses as a group leader. Read the brief description of each skill and then rate yourself on each dimension. Think about the questions listed under each skill. These questions are designed to aid you in assessing your current level of functioning and in identifying specific ways you can improve on each skill. You can profit from this checklist by reviewing it before and after group sessions. If you are working with a coleader, he or she can provide you with a separate rating. These questions also provide a framework for exploring your level of skill development with fellow students and with your supervisor or instructor. To what degree do you demonstrate the following? (One space is for you to rate yourself early in the term and the other space for later on.) On each skill, rate yourself using this 3-point scale: 3 = I do this most of the time with a high degree of competence. 2 = I do this some of the time with an adequate degree of competence. 1 = I do this occasionally with a relatively low level of competence. Reflecting. Capturing the underlying meaning of what is said or felt and expressing this without being mechanical. a. Can I mirror what another says without being mechanical? b. Do my restatements add meaning to what was said by a member? c. Do I check with members to determine the accuracy of my reflection? d. Am I able to reflect both thoughts and feelings?
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Reflecting one's own thoughts and words is an important thing in any conversation. It gives the other person to introspect what he/ she just said and whether any alterations are required. The words should make complete sense and the other person might understand it. This reflection suffices the purpose of effective communication.
The ranking of Reflecting on a scale of 1 to 3 is shown as below for each of the options.
a)1
b)2
c)2
d)3
The sequence of ranking lays least stress on the "significance of reflection without being mechanical" and "if the restatement adds meaning to what was said by a member". The third ranking has been assigned to, "whether the person check with members to determine the accuracy of the reflection". The third selected option signifies the actual meaning of reflection.

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This inventory does not lend itself to objective scoring. It is meant to assist you in clarifying your own attitudes concerning group leadership matters. Comparing your results with those of your coleader will help you understand each other and may lead to fruitful discussions about working together. Read these statements concerning the role and functions of a group leader. Indicate your position on each statement using the following scale: 1 = strongly agree 2 = slightly agree 3 = slightly disagree 4 = strongly disagree A group leader's primary task is to function as a technical expert.
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Leaders are people who motivate their peers and team for doing better. They lead their team toward fulfilling their goals. Leadership is an art of encouraging, inspiring and helping others to work enthusiastically towards objectives. The leader is a center of the group's power structure of the group who infuses energy into the group maintaining its momentum
There are various domains which need to be taken care of by the leader. He has to work in each area to oversee that his team excels and goals are met. A group leader's primary task is to focus on various functional aspects of technical expertise which lead to advancement of group core values and effectiveness.
Apart from functioning as a technical expert there are various other aspects that need to go along with it.
• The leader must be aware of all projects going on, giving his/ her valuable feedback on the same
• Overseeing all technicalities in the project.
Apart from these he must also motivate his/her team to perform better.
Therefore, there are multiple domains that a leader needs to look into for his team to perform in the best manner.
Therefore, 2=slightly agree is the apt position for the statement.

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In leading a group characterized by many forms of diversity, what would be your main challenges? To what degree are you confident of your ability to conduct groups characterized by culturally diverse membership?
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This inventory does not lend itself to objective scoring. It is meant to assist you in clarifying your own attitudes concerning group leadership matters. Comparing your results with those of your coleader will help you understand each other and may lead to fruitful discussions about working together. Read these statements concerning the role and functions of a group leader. Indicate your position on each statement using the following scale: 1 = strongly agree 2 = slightly agree 3 = slightly disagree 4 = strongly disagree It is generally wise for leaders to reveal their private lives and personal problems in groups they are leading.
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In this chapter we described a set of skills necessary for effective group leadership. The following self-inventory helps you identify your areas of strengths and weaknesses as a group leader. Read the brief description of each skill and then rate yourself on each dimension. Think about the questions listed under each skill. These questions are designed to aid you in assessing your current level of functioning and in identifying specific ways you can improve on each skill. You can profit from this checklist by reviewing it before and after group sessions. If you are working with a coleader, he or she can provide you with a separate rating. These questions also provide a framework for exploring your level of skill development with fellow students and with your supervisor or instructor. To what degree do you demonstrate the following? (One space is for you to rate yourself early in the term and the other space for later on.) On each skill, rate yourself using this 3-point scale: 3 = I do this most of the time with a high degree of competence. 2 = I do this some of the time with an adequate degree of competence. 1 = I do this occasionally with a relatively low level of competence. Facilitating. Helping members to express themselves clearly and to take action in a group. a. Am I able to help members work through barriers to communication? b. How much do I encourage member interaction? c. Am I successful in teaching members to focus on themselves? d. Can I steer members into discussing here-and-now reactions?
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What skills for leading a group do you already possess? What specific skills do you need to acquire or improve?
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This inventory does not lend itself to objective scoring. It is meant to assist you in clarifying your own attitudes concerning group leadership matters. Comparing your results with those of your coleader will help you understand each other and may lead to fruitful discussions about working together. Read these statements concerning the role and functions of a group leader. Indicate your position on each statement using the following scale: 1 = strongly agree 2 = slightly agree 3 = slightly disagree 4 = strongly disagree The best way for a leader to function is by becoming a participating member of the group.
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To what extent might the fear of making mistakes prevent you from being as creative as you could be in facilitating a group?
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This inventory does not lend itself to objective scoring. It is meant to assist you in clarifying your own attitudes concerning group leadership matters. Comparing your results with those of your coleader will help you understand each other and may lead to fruitful discussions about working together. Read these statements concerning the role and functions of a group leader. Indicate your position on each statement using the following scale: 1 = strongly agree 2 = slightly agree 3 = slightly disagree 4 = strongly disagree It is the leader's job to actively work at shaping group norms.
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In this chapter we described a set of skills necessary for effective group leadership. The following self-inventory helps you identify your areas of strengths and weaknesses as a group leader. Read the brief description of each skill and then rate yourself on each dimension. Think about the questions listed under each skill. These questions are designed to aid you in assessing your current level of functioning and in identifying specific ways you can improve on each skill. You can profit from this checklist by reviewing it before and after group sessions. If you are working with a coleader, he or she can provide you with a separate rating. These questions also provide a framework for exploring your level of skill development with fellow students and with your supervisor or instructor. To what degree do you demonstrate the following? (One space is for you to rate yourself early in the term and the other space for later on.) On each skill, rate yourself using this 3-point scale: 3 = I do this most of the time with a high degree of competence. 2 = I do this some of the time with an adequate degree of competence. 1 = I do this occasionally with a relatively low level of competence. Active listening. Hearing and understanding both subtle and direct messages, and communicating that one is doing this. a. How well do I listen to members? b. How attentive am I to nonverbal language? c. Am I able to hear both overt and subtle messages? d. Do I teach members how to listen and respond?
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In this chapter we described a set of skills necessary for effective group leadership. The following self-inventory helps you identify your areas of strengths and weaknesses as a group leader. Read the brief description of each skill and then rate yourself on each dimension. Think about the questions listed under each skill. These questions are designed to aid you in assessing your current level of functioning and in identifying specific ways you can improve on each skill. You can profit from this checklist by reviewing it before and after group sessions. If you are working with a coleader, he or she can provide you with a separate rating. These questions also provide a framework for exploring your level of skill development with fellow students and with your supervisor or instructor. To what degree do you demonstrate the following? (One space is for you to rate yourself early in the term and the other space for later on.) On each skill, rate yourself using this 3-point scale: 3 = I do this most of the time with a high degree of competence. 2 = I do this some of the time with an adequate degree of competence. 1 = I do this occasionally with a relatively low level of competence. Summarizing. Identifying key elements and common themes and providing a picture of the directional trends of a group session. a. Does my summarizing give direction to a session? b. Am I able to tie together several themes in a group session? c. Do I attend adequately to summarizing at the end of a session? d. Do I encourage members to summarize what they heard?
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What personal characteristic is likely to be your main asset in effectively leading groups? What characteristic is most likely to impede your effectiveness as a group leader?
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How could you modify the techniques you use in a group to suit the specific needs of clients from diverse backgrounds? How can you determine the effectiveness of the techniques you employ in a culturally diverse group?
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When you think of designing and leading groups, what major potential problem do you anticipate you will encounter? How might you deal with this challenge?
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This inventory does not lend itself to objective scoring. It is meant to assist you in clarifying your own attitudes concerning group leadership matters. Comparing your results with those of your coleader will help you understand each other and may lead to fruitful discussions about working together. Read these statements concerning the role and functions of a group leader. Indicate your position on each statement using the following scale: 1 = strongly agree 2 = slightly agree 3 = slightly disagree 4 = strongly disagree It is extremely important for good leaders to have a definite theoretical framework that determines how they function in a group.
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This inventory does not lend itself to objective scoring. It is meant to assist you in clarifying your own attitudes concerning group leadership matters. Comparing your results with those of your coleader will help you understand each other and may lead to fruitful discussions about working together. Read these statements concerning the role and functions of a group leader. Indicate your position on each statement using the following scale: 1 = strongly agree 2 = slightly agree 3 = slightly disagree 4 = strongly disagree Leaders should teach group members how to observe their own group as it unfolds.
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What specific knowledge and skills do you most need to acquire to enhance your effectiveness when working with group members who are culturally different from you? What are a few steps you can take to become culturally competent?
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This inventory does not lend itself to objective scoring. It is meant to assist you in clarifying your own attitudes concerning group leadership matters. Comparing your results with those of your coleader will help you understand each other and may lead to fruitful discussions about working together. Read these statements concerning the role and functions of a group leader. Indicate your position on each statement using the following scale: 1 = strongly agree 2 = slightly agree 3 = slightly disagree 4 = strongly disagree A group leader's function is to draw people out and make sure that silent members participate.
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In this chapter we described a set of skills necessary for effective group leadership. The following self-inventory helps you identify your areas of strengths and weaknesses as a group leader. Read the brief description of each skill and then rate yourself on each dimension. Think about the questions listed under each skill. These questions are designed to aid you in assessing your current level of functioning and in identifying specific ways you can improve on each skill. You can profit from this checklist by reviewing it before and after group sessions. If you are working with a coleader, he or she can provide you with a separate rating. These questions also provide a framework for exploring your level of skill development with fellow students and with your supervisor or instructor. To what degree do you demonstrate the following? (One space is for you to rate yourself early in the term and the other space for later on.) On each skill, rate yourself using this 3-point scale: 3 = I do this most of the time with a high degree of competence. 2 = I do this some of the time with an adequate degree of competence. 1 = I do this occasionally with a relatively low level of competence. Empathizing. Adopting the internal frame of reference of a member. a. Are my life experiences diverse enough to provide a basis for understanding members? b. Can I maintain my separate identity at the same time as I empathize with others? c. Do I communicate to others that I understand their subjective world? d. Do I promote expressions of empathy among the members?
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