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Within Group Counseling and Group Work, CACREP emphasizes that group leaders should:

Attend to here-and-now interactions,

Acknowledge and name feelings expressed in the group,

Promote safety and constructive processing of conflict.

Client B’s response shows clear anger, defensiveness, and possible threat of confrontation outside the group. The group leader’s first responsibility is to contain and process the emotional intensity in the moment.

Option D, acknowledging the anger response (e.g., “I see you’re really angry about what was just said”), aligns with core group leadership skills: recognizing and reflecting affect, de-escalating potential conflict, and opening space to explore what is happening between members.

The other options are less appropriate:

A (telling B to apologize) is prematurely directive and may escalate defensiveness rather than explore the underlying issue.

B (pressuring A to provide “evidence”) can intensify conflict and shift the group into a debate rather than a therapeutic exploration.

C (remaining silent) neglects the leader’s responsibility for group safety and guidance, especially when a verbal threat is implied.

Therefore, D is the most appropriate leader intervention.

In the Assessment and Testing core area, counselors are expected to understand different types of tests, including the distinction between maximum performance measures (e.g., ability, aptitude, achievement) and typical performance measures (e.g., personality, interests, attitudes, self-concept).

Ability tests (including aptitude and achievement) are designed so that each item has one correct answer. They measure how well a person can perform on tasks that have objectively right or wrong responses.

Measures of personality, interest, and self-concept do not have right or wrong answers; they assess typical ways of thinking, feeling, behaving, or preferences.

Because the question states that each item has only one correct answer, this clearly describes a measure of ability, making B the correct answer.

In the Group Counseling and Group Work core area, counselors learn about therapeutic factors in groups, such as universality/universalization.

In groups, when an individual shares something deeply personal and then discovers that others have similar feelings or experiences, members realize that what feels “most personal” is often shared and common.

This experience is called universality or universalization—the recognition that “I am not alone in this.”

This directly reflects Rogers’s idea that what is most personal is also most general, and in group work that concept is labeled universalization (B).

Projection (A) involves attributing one’s own unacceptable feelings to others. Transference (C) involves transferring feelings from past significant relationships onto the counselor or group members. Generalization (D) is a learning principle, not the specific group therapeutic factor being referenced here.

Thus, the correct term in group counseling for Rogers’s idea in this context is B. Universalization.

In the Group Counseling and Group Work core area, CACREP expects counselors to understand different group leadership styles, including democratic, authoritarian, and laissez-faire.

A laissez-faire leader is characterized by minimal direction, low structure, and very little intervention, allowing group members to largely manage their own processes and decisions.

In this scenario, such a leader would not step in to decide the goal (A or C) or actively facilitate group problem-solving (B). Instead, they would allow the members to continue interacting until they naturally reach some resolution, which aligns with D.

Thus, D. Let the two group members continue until some form of resolution had been achieved best reflects a laissez-faire leadership style.