Deck 10: Assessment

Question 1

According to the text, assessment helps member and workers to identify ______.

A) individual diagnoses or conditions that are likely to impact group development
B) shared history or past experiences that members have in common
C) areas in which the worker and members are likely to come into conflict
D) steps they need to take to meet goals as well as strengths and limitations impacting this work

Answer 1

D

Question 2

If tools are used as part of the assessment process, socially just practice would dictate that they are ______.

A) approved by all members and have been used/validated for groups with demographics identified as important by group members
B) administered exclusively by the worker or someone else who has expertise in that area
C) used only to identify group needs or characteristics
D) used exclusively to identify individual needs or characteristics

Answer 2

A

Question 3

You are working with a group comprised of female immigrants from Central America, most of whom do not have legal status. The group was formed in response to these women sharing common symptoms of intense anxiety which had emerged and increased in recent months, concurrently with changes in immigration policy. Which of the following activities best reflects a social justice model of assessment?

A) use of group dialogue to explore the ways in which member identity and current policies appear to influence the anxiety experienced by each individual
B) use of a standardized scale to measure and track the anxiety levels of members
C) collecting the family and social history of each of the members to look for shared experiences
D) confidentially gathering information about the women's immigration status

Answer 3

A

Question 4

When you are required to assign psychiatric diagnoses as part of the assessment process, one way to employ a social justice orientation is to ______.

A) avoid discussing them as they are likely to cause discomfort
B) ensure that members are engaged in the diagnostic process by explaining when and why these diagnoses are assigned
C) seek to assign all members the same diagnosis to build cohesion
D) allow members to self-determine their diagnoses

Question 5

For a social justice group concerned with disproportionality in the criminal justice system in a given community, one important form of quantitative assessment could be ______.

A) trends in the overall arrest totals for the last 5 years in that community
B) the lived experiences of individuals who have experienced racial profiling
C) racial demographics of traffic stops in that community
D) the social histories of group members and their relationships to the criminal justice system

Question 6

Loss of ______ and ______ are two potential barriers to seeking social justice, according to the text.

A) identity; culture
B) relationships; status
C) agency; skills
D) resources; group support

Question 7

Assessing how many group members would be willing/able to engage in action to attempt to change social injustice is an example of assessing group ______ .

A) readiness
B) dedication
C) cohesiveness
D) tolerance

Question 8

When using member self-observation as an assessment tool, one way to improve accuracy is to ask members to ______.

A) generalize about a range of similar situations
B) avoid observing situations in which they experience strong emotions
C) discuss specific situations they have experienced
D) give themselves an overall rating

Question 9

The Group Psychotherapy Intervention Scale (Chapman, 2010) is most useful for assessing ______.

A) individual member communication skills and patterns
B) group communication patterns
C) the group's overall progress toward their state goals
D) the effectiveness of a specific intervention related to a group process

Question 10

Engagement, avoidance, and conflict are three sub-scales measured in the ______.

A) Group Climate Questionnaire
B) Group Environment Scale
C) Group Attitude Scale
D) Group Evaluation Questionnaire

Question 11

Assessment in social justice group work is used to measure outcomes rather than processes.

Question 12

Members themselves can be involved in the assessment process by observing group behavior.

Question 13

Assessing member knowledge of social justice/injustice is one element of assessment within socially just group practice

Question 14

A member who is seeking to spend less time using social media is seeking to increase a behavior

Question 15

Asking members to assess the community with regards to social justice issues is one element of assessment within social justice group work.