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Videos of Lecture Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions: 1. What was the reason given for why an activity should be clearly explained well ahead of time in experiential learning? 2. Why is debriefing the most important part of experiential learning? 3. What makes the routine of something like moving desks at the beginning of a group meeting important for kids? 4. What is one reason why a game like Jenga is a good activity for children with ADD? 5. How did the speaker fit group counseling into a regular school day without pulling kids out of their normal school activities? 6. What is the major problem with trying to implement a complicated game like chess into a counseling session with limited meeting time? 7. What did the audience member say had been a problem with an activity similar to group juggling that she had tried? 8. How can a game like group juggling be applied to the children’s lives? 9. What is one way that competitiveness can actually defeat the purpose of a game (as shown in the "Happy Huddle" exercise)? 10. What did the audience member suggest was one of the biggest lessons of the "Happy Huddle" activity? 11. What were the examples of "challenges" set up in the "Lava Lake" activity that changed the group dynamic? 12. What was one adaptation of "Lava Lake" suggested by the audience? 13. What did the speaker say parents and teachers notice about the children that participate in experiential activities? 14. Besides teamwork, what was the other benefit that the audience member’s paper plate adaptation of "Lava Lake" created?

Answers: A. Listening skills are highlighted by the activity because the directions are very clear, but people often misunderstand them. B. No talking at all throughout the exercise C. may have an easier time applying abstract ideas to a concrete game where they can examine their choices and the outcomes of those choices. D. the most important strategy is to watch the person that throws the bean bag to you so you don’t get hit unexpectedly. The therapist can relate this strategy to the children’s lives: they need to identify what is most important in their lives to pay attention to. E. they will know what is coming and will exhibit anticipation for the routine F. Incorporate circumstances into the story that force group members to act a certain way.  For instance, if there was a bossy group member, she could be rendered mute by the shock of the volcano explosion.  Or if one group member never accepts help, say that he got his leg burned of in the lava to force him to accept help. G. Once the activity starts, talking will stop. The less you speak during the activity, the more they will learn from doing the activity on their own. H. It is held during recess time typically in the winter time so students are not missing their normal classes or outside recess time. I. If the child doesn’t already know how to play chess, multiple sessions might have to be spent just to teach the game to the child. J. Even though the stated goal was to get the people outside the huddle on the inside of the huddle as fast as possible, our competitive nature can urge the people with linked arms to try to keep the outsiders on the outside. K. Boosted self-esteem was another result because students had to think of their own positive traits.  The students had to work as a team, but because they could not go back and use traits over again they often thought of complimentary characteristics of their classmates to help them succeed.   L. Some students do not embrace the goal of success at the activity. The speaker suggested creating competition with an outside group to get them to work together or using the debriefing to help the group identify the problems that occurred. M. Higher self-confidence and thinking about decisions before acting N. The therapist finds out what the kids experienced by asking them what worked and what did not work.

Course Article Questions The answer to Question 15 is found in Section 15 of the Course Content. The Answer to Question 16 is found in Section 16 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions 15. What special materials and activities were designed to be appropriate for the abilities and interests of sixth graders?  16. The major task during female adolescence is to develop interpersonal competence and to become comfortable with their physical appearance and sexual identity.  What would depressed females be expected to have difficulty with during this maturational process? 17. What are the four components of the African worldview?  18. What was identified by the children as a vital component of the therapeutic relationship, and a further indication of the therapist’s willingness to help? 19. According to Baggerly, what are the five components of self-confidence?  20. What are the reasons for a relationship between children' s fantasy play and emotional understanding? 21. According to Ramirez, what were recommendations for developing rapport in play therapy with Mexican-American children? 22. What are the characteristic behaviors exhibited by a maltreated child during play?  23. What basic principles are consistent with a child-centered philosophy of working with children? 24. What play themes does White identify with abused children?  25. Feelings are inaccessible at a verbal level until the child is approximately what age?   26. What are several "curative" benefits are provided through group therapy?

Answers A.  immaturity, opposition and aggression, withdrawal and passivity, self-deprecation and self-destruction, hypervigilance, sexuality, and dissociation. B.  oversized posters with self-sticking panels, cartoon homework, "game shows," puppet interviews, videotapes, and role-plays C.  Confidentiality D.  11 years of age E. (a) unimaginative and literal play and (b) repetition and compulsion. F. using materials that are culturally familiar, and the particular need to assure a positive relationship with the parents due to the centrality of family in traditional Mexican-American families G.  exhibiting excesses in their dress, grooming, and physical state (e.g., weight loss or gain) H.  1. using imagination in play may relate to the cognitive ability to take the perspective of other people, 2. experiencing and expressing different emotions may be central to both fantasy play and emotional understanding I. installation of hope, universality, imparting of information, altruism, corrective recapitulation of the primary family group, development of socializing tech­niques, imitative behavior, interpersonal learning, group cohesiveness, catharsis, and existential factors J. Seeing self as capable, sense of belonging, optimism about the future, coping with failure, and role models K. 1. Children's natural language is play. Play is a developmentally appropriate way that children express themselves. 2. Children have an inherent tendency toward growth and maturity. 3. Children are themselves capable of positive self-direction. Children possess the capacity to act responsibly. L. Emotional vitality, interdependence, collective survival, and harmonious blending

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Additional post test questions for Psychologists, Ohio Counselors, and Ohio MFT’s