Question: Each question has to be answered by its self and have to have a citation that matches a reference at the bottom. Must be less than 5% on turn it in with each question.

1.1 Complete the Self-Inventory of Ethical Behaviors. Select the five behaviors that you consider to be the most serious violations of ethical practice. What are the reasons for your selection of these behaviors? Explain.

This discussion question meets the following CACREP Standard: 2.F.6.g. Ethical and culturally relevant strategies for designing and facilitating groups.

1.2 Identify the personal characteristics of an effective group leader. What are the three most important skills for group counselors to have? Explain your answer.

This discussion question meets the following CACREP Standard: 2.F.6.d. Characteristics and functions of effective group leaders.

2.1 Many recovery groups focused on substance use are based on religious and spiritual practices. Do you think this is beneficial? Explain your answer.

This discussion question meets the following CACREP Standards:

2.F.6.d. Characteristics and functions of effective group leaders.

2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

2.2 What are some specific goals and methods you may incorporate into group counseling that might be shaped by your culture? Describe the approach you can use that considers yours and the group member's culture backgrounds.

This discussion question meets the following CACREP Standard: 2.F.6.c. Therapeutic factors and how they contribute to group effectiveness.

This discussion question meets the following NASAC Standard: 94) Describe and summarize client behavior within the group for the purpose of documenting the client's progress and identifying needs/issues that may require modification of the treatment plan.

3.1 Conflict typically appears when a group is in transition. State several forms of conflict you can expect in the types of groups you will lead. Consider group members suffering with substance use disorders. What are your own reactions to conflict? How will this influence your ability to help members recognize and work through conflicts?

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development.

This discussion question meets the following NASAC Standards:

1) Perform the actions necessary to start a group, including: determining group type, purpose, size, and leadership; recruiting and selecting members; establishing group goals and clarifying behavioral ground rules for participating; identifying outcomes; and determining criteria and methods for termination or graduation from the group.

2) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type.

3.2 How could the use of role-plays among group members facilitate the goals of early and transition stage groups? What purpose could role-plays serve for individual members and for the group as a whole?

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development.

4.1 What are three symptoms that you might observe in a final group meeting that might indicate that the group had been successful in achieving its primary purpose and goals? What are three symptoms that might indicate that the group had not been successful?

This discussion question meets the following NASAC Standard: 93) Understand the concepts of "process" and "content," and shift the focus of the group when such an intervention will help the group move toward its goals.

4.2 What factors would cause you to initiate follow-up contacts with one or more group members after group termination? What would be the purpose of such contacts?

This discussion question meets the following NASAC Standards:

1) Perform the actions necessary to start a group, including: determining group type, purpose, size, and leadership; recruiting and selecting members; establishing group goals and clarifying behavioral ground rules for participating; identifying outcomes; and determining criteria and methods for termination or graduation from the group.

2) Understand the concepts of "process" and "content," and shift the focus of the group when such an intervention will help the group move toward its goals.