CeuUniversity

by McGinnis & Reid Associates

Phone: (772) 539-6111
Fax: (772) 770-3837

Group Therapy Post Test

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A certificate of completion will be available following your completion of the post-test..

Text: Substance Abuse Treatment: Group Therapy, Treatment Improvement Protocol (TIP) Series 41. Following your reading of the course material found in TIP Series 41, please read the following statements and indicate whether each is true or false. A score of 35 correct must be obtained to pass the course (you may miss 15). The test may be taken as many times as necessary to obtain a passing grade. The online test supports automated scoring for quick results. You will need to write down the numbers of the questions you may miss from the pop-up screen. No permanent record will be automatically provided of your score.

A certificate of completion will be available following your completion of the post-test.

Name........: 

E-Mail.......: 


 
1. The five group models common in substance abuse treatment are all except:

 

A. Psychoeducational groups

B. Skills development groups

C. Cognitive–behavioral groups

D. 12-Step groups

E. Support groups

F. Interpersonal process groups

 

 

2. Some clients probably are not suitable for certain groups, or group therapy in general, including all the following except:

A. People who refuse to participate
B. People who are court ordered
C. People who cannot honor group agreements
D. People who make the therapist very uncomfortable
E. People who cannot control impulses

 

3. A group agreement establishes the expectations that group members have of each other, the leader, and the group itself. Although helpful for many clients, having one is not a factor contributing to the success of outpatient therapy groups. 

 

 

4. In the early phase of treatment clients tend to be excited about ending substance use, but are rigid in their thinking, and limited in their ability to solve problems. 

 

 

5. Leaders should be able to

• Adjust their professional styles to the particular needs of different groups
• Model group-appropriate behaviors
• Resolve issues within ethical dimensions
• Manage emotional contagion
• Work only within modalities for which they are trained
• Prevent the development of rigid roles in the group
• Avoid acting in different roles inside and outside the group
• Motivate clients in substance abuse treatment
• Ensure emotional safety in the group
• Maintain a safe therapeutic setting (which involves deflecting defensive behavior without shaming the offender, recognizing and countering the resumption of substance use, and protecting physical boundaries according to group agreements)
• Curtail emotion when it becomes too intense for group members to tolerate
• Stimulate communication among group members

 

A. All of the above
B. Some of the above
C. None of the above


 

6. Leader-centered groups are generally very effective.

 

 

7. Confidentiality restricts the information that providers can reveal about clients but does not apply to what clients may reveal about each other as they are not bound by the same legal and ethical requirements. 

 

8. Various types of disruptive behavior may require the group leader's attention. Which of the following is not an example of this behavior:

A. Clients who talk nonstop or who interrupt
B. Clients who flee a session
C. Clients who do not keep their fees current
D. Clients who arrive late or skip sessions
E. Clients who decline to participate
F. Clients who speak only to the problems of others


 

9. Many group therapists have adapted practices from AA and other 12-Step programs for use in therapeutic groups. This is therapeutically acceptable and theoretically sound due to the extensive research available.

 

10. It matters little whether the group therapist is a person who once abused substances and participated in a recovery group, or someone who developed knowledge in a traditional course of academically based training. Where problems exist, they usually are related to the use of a group therapy model that is inadequate.

 

11. Skills development groups usually run for a limited number of sessions and have to be small enough for members to practice the skills being taught. 

 

12. In cognitive–behavioral groups, the leader is encouraged to become the expert model in how to think, how to express that thinking behaviorally, and how to solve problems. 

13. Interpersonal process groups use psychodynamics, or knowledge of the way people function psychologically, to promote change and healing. The psychodynamic approach recognizes that conflicting forces in the mind, some of which may be outside one's awareness, determine a person's behavior, whether healthy or unhealthy.  

   

14. Within the interpersonal process model, the objects of interest are the here-and-now interactions among members. Of less importance is what happens outside the group or in the past.

 

15. All therapists using a “process-oriented group therapy” model continually monitor three dynamics:

• The psychological functioning of each group member (intrapsychic dynamics)
• The way people are relating to one another in the group setting (interpersonal dynamics)
• How the group as a whole is functioning (group-as-a-whole dynamics)

 

16. Problem-focused groups are the most widespread. 

   

17. Matching each individual with the right group is critical for success.

 

18. Most clients are equally suited for all kinds of groups, and any researched group approach is suitable.

 

19. People with significant character pathology (for example, a personality disorder) placed in a group of people who do not have a similar disorder almost certainly would violate the boundaries of the group and of individuals in the group.

20. Client evaluators don’t need to take valuable time to meet with each candidate for group placement and can instead safely rely on the review of information about the client in forms. 

21. Recent studies have shown that women do better in mixed gender groups than in women-only groups.

22. Fixed groups generally stay together for a long time, while members in revolving groups remain only until they accomplish their goals.

 

23. In ongoing groups with fixed membership, the size of the group is set; new members enter only when there is a vacancy. The leader generally is more active than is the leader of a time-limited group.

24. Transactional analysis—Is both a theory of personality and an organized system of treatment utilizing the concept of making transactions in a token economy.

25. If a Revolving Membership group becomes too large (more than 10), group interaction breaks down and the clients become a class made up of individuals, rather than a single, cohesive, therapeutic body.

26. Revolving membership groups generally are less structured and require less active leadership than fixed membership groups.

 

27. Group leaders should conduct initial individual sessions with the candidate for group to:

1. Form a therapeutic alliance
2. Reach consensus on what is to be accomplished in therapy
3. Educate the client about group therapy
4. Allay anxiety related to joining a group
5. Explain the group agreement

A. Primarily 1 & 3
B. Primarily 3 & 4
C. Primarily 2 & 5

D. All of these

28. As clients move through different stages of recovery, treatment must move with them, changing therapeutic strategies and leadership roles with the condition of the clients.

 

29. It is most useful for the therapist to assume the role of mentor, showing how to “do recovery.” 

30. Therapists should use self-disclosure only after having a discussion with a supervisor.

 

31. When personal questions are asked, group leaders need to consider the motivation behind the question but never answer them directly. It simply is best to assure the client that the therapist is able to understand and assist them. 

32. Another's sharing can stir frightening memories and intense emotions in listeners. In this powerful and emotional atmosphere, the spreading excitement of the moment, or emotional contagion, requires the leader to:


a. Protect individuals.
b. Protect boundaries.
c. Regulate affect.
d. All of above

33. Cohesion—A positive quality of groups denoting a sense of enthusiastic solidarity within the group.

 

34. Conflict—A basic detrimental dynamic in groups that always leads to one or more of these outcomes:

(1) It distracts members' attention or allows them to avoid issues in the group.
(2) Many group members will feel his or her beliefs or world views are not understood or viewed as valid.
(3) Leads to destructive behaviors, such as denigration or other verbal abuse.


35. Expressive groups—Groups formed to use some kind of creative activity (such as painting, dance, play therapy, or psychodrama); expressive groups may be especially effective for more artistic clients who generally can verbalizing thoughts and feelings. 

36. Emotional contagion—Rapid and intense escalation of excitement in a group, which if uncontrolled, can threaten boundaries and an individual's sense of well-being, potentially leading to premature termination of treatment.

 

37. Fixed membership groups—Relatively small group with a set number of members who stay together over a long period of time; people in time-limited fixed membership groups start and stay together, while ongoing fixed membership groups bring in new members if a vacancy occurs.

 

38. Group dynamics—The collective impact of individual members on the group and the impact the group has on each individual.

 

39. Group process—How events take place in group, in contrast to content, which is what takes place. Overall, process concerns include the impact and quality of interaction among group members, the impact of group on individuals, and the life phases of the group.

40. Interventions—Words or actions with a therapeutic purpose; interventions may clarify what is happening in group, redirect energy, stop unhelpful processes, or present the group with a choice.

41. Process-oriented therapy—An approach to group therapy that emphasizes group members interaction with the leader as the healing agent; the role of the leader is the promotion of this interaction and its interpretation.

 

42. Projective identification—Involves projecting one's known attributes onto another person.

 

43. Psychodynamic therapy, psychodynamic approach—An approach to psychological growth and change that emphasizes the evolution and adaptation of the psychological structure within an individual. Psychodynamic therapy often focuses on changing behavior in the present by re-examining and revising a person's understandings and reactions to events in the past.

 

44. Psychoeducational groups—Groups formed to educate clients about specific therapeutic topics.

45. Redecision therapy—Is aimed at helping people make better decisions in their current and future relationships.

46. Relapse prevention groups—Groups formed to help clients maintain abstinence or minimize the impact and duration of relapse.

47. Splitting—A divide-and-conquer tactic used to come between cotherapists.

48. Stages or phases of group development—In the beginning phase, the group is prepared to begin its work. The middle phase, is the time for here-and-now interactions that help clients rethink behaviors and undertake changes. The end phase is a mixture of recognition of goals achieved, and reorientation toward the future.

49. Stages of treatment—These are specific, objectified, tasks that are written in the individualized treatment plan. These are used to gauge an individual’s progress in treatment moving toward termination.

50. Support groups—Are solely 12-Step Groups that are based on mastering a set of steps to achieve and maintain abstinence.

 

Course Evaluation Form (Required)

Thank you for your participation in this continuing education course. We are required to collect evaluation data on each course completed prior to the issuance of your certificate. Please complete the following and return with your post-test.


Please evaluate the course using this scale:

1 = below average 2 = average 3 = above average 4 = excellent

The extent to which this course met the objectives.

The adequacy of the author's mastery of the subject.

Efficiency of course mechanics (traditional homestudy or online procedures).

The applicability or usability of the information for you.

Additional Comments and Recommendations for Other Courses to be Offered: 

 

 

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