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Interpersonal Skills

Instructions:

Answer 50 questions in 15 minutes.
If you are not ready to take this test, you can study here.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.

1. Explain that basic needs cannot be withheld and that inmate's request to fulfill a basic need that is guaranteed by law & policy or procedure must be...
Open up communications with inmate rather than shutting it off
The skill of seeing and hearing What is really happening and the ability to mirror that understanding back to the individual
A) decide if a situation is normal or abnormal & b) decide if a situation indicates the potential for trouble
Taken very seriously

2. Identify one action and procedures that can reduce the crime rate within a correctional setting & to include...
A) to minimize future complaints & b) the inmate will not be able to claim He was not told a reason for a negative response
A) to minimize future complaints & b) the inmate will not be able to claim He was not told a reason for a negative response
A) handling requests & b) making requests & c) reinforcing behavior
Ability to control inmate behavior

3. Define 'responding to feeling and meaning' as...

4. Identify two considerations for giving inmate a reason for your response & to include...
A) stand erect & b) eliminate distracting behaviors & c) incline slightly forward
A) be specific & b) use mild/polite format or direct format & c) get stronger when necessary & d) use responding skills
The ability to administer punishments and rewards effectively to show inmates the positive and negative consequences of their actions
A) to minimize future complaints & b) the inmate will not be able to claim He was not told a reason for a negative response

5. Identify one consideration for giving inmate a reason for your response & to include...
Ability to control inmate behavior
The inmate will know the reason this time for granting a request & but will understand a future request may not be granted if reasons are not as good
A) who & b) what & c) why & d) where & e) when & f) how
That if inmates are treated like the human beings they are & more decent and constructive behavior will be promoted

6. Identify steps of responding to content & to include...
A) reflect on What was seen and heard & b) use a responding format
A) suspending judgment & b) picking out key words & c) identifying the intensity of What is said & d) reflecting on mood
Participates in all that is required & also makes use of physical equipment and participate in voluntary activities (high-energy inmates require constructive involvement in positive activities)
A) 'You're saying ________' & b) 'You look (or it looks) __________'

7. Define 'posturing' as...
A polite request & using 'please' or 'would appreciate'
Holding your body in such a way to show strength & confidence & interest and control
Keeping a safe distance
The inmate will know the reason this time for granting a request & but will understand a future request may not be granted if reasons are not as good

8. Identify one primary components of observing & to include...
A) 'You're saying ________' & b) 'You look (or it looks) __________'
Look carefully
Keeping a safe distance
A) to minimize future complaints & b) the inmate will not be able to claim He was not told a reason for a negative response

9. Identify steps in listening & to include...
A) suspending judgment & b) picking out key words & c) identifying the intensity of What is said & d) reflecting on mood
A) reinforce positively and negatively & b) use verbal and nonverbal techniques
A) reflect on What was seen and heard & b) use a responding format
A) content & b) feeling & c) feeling and meaning

10. Define 'posturing' as...
Active involvement in most activities
That if inmates are treated like the human beings they are & more decent and constructive behavior will be promoted
Holding your body in such a way to show strength & confidence & interest and control
Gathering information quickly and accurately regarding What is occurring in the surroundings

11. Identify the categories of relationships and feelings as...
There is a threat of physical harm to you & the inmate or other staff or inmates & as a last resort
A) positive & b) negative & c) neutral
A) reflect on feeling and intensity & b) respond to feeling
A) reflect on feeling and intensity & b) respond to feeling

12. Identify various necessary elements in checking things out & to include...
A) position & b) observe & c) posture & d) listen
A) to minimize future complaints & b) the inmate will not be able to claim He was not told a reason for a negative response
Gathering information quickly and accurately regarding What is occurring in the surroundings
A) use basic skills & b) know rules and regulations & c) decide if requests are legitimate & d) check out inmate and situation

13. Define ' direct request format' as...
The inmate will know the reason this time for granting a request & but will understand a future request may not be granted if reasons are not as good
A) 'You're saying ________' & b) 'You look (or it looks) __________'
Identifying the behavior/action desired
Accurate if they are based on detailed and concrete observations rather than on vague & general ones

14. Identify the three basic environments of every individual & to include...
A) decide if a situation is normal or abnormal & b) decide if a situation indicates the potential for trouble
Being able to make sense out of inmate's answers & recognizing the answers not spoken & and thinking carefully about what the inmate has said in answering a question
Active involvement in most activities
A) where he/she lives & b) where he/she works & c) where he/she learns

15. Identify various questions to be asked in reflecting & to include...
A) low & b) moderate & c) high
A) How does he/she look? & b) What is he/she saying? & c) What did he/she say? & d) What didn
A) check things out & b) give a response and reason
A) inform & b) persuade & c) entertain & d) indicate action

16. Identify techniques to use in taking action & to include...
A) check things out & b) give a response and reason
A) be specific & b) use mild/polite format or direct format & c) get stronger when necessary & d) use responding skills
A) low & b) moderate & c) high
Paraphrasing the content of inmate's statement in such a way as to provide a meaningful reason for the inmate's feeling

17. Identify two considerations for giving inmate a reason for your response & to include...
A) to minimize future complaints & b) the inmate will not be able to claim He was not told a reason for a negative response
The skill of seeing and hearing What is really happening and the ability to mirror that understanding back to the individual
A) positive & b) negative & c) neutral
A) where he/she lives & b) where he/she works & c) where he/she learns

18. Explain that the statement 'human actions determine human reactions' means...
A) stand erect & b) eliminate distracting behaviors & c) incline slightly forward
A) 'You're saying ________' & b) 'You look (or it looks) __________'
Reflect a person's prejudice and attitude
That if inmates are treated like the human beings they are & more decent and constructive behavior will be promoted

19. Explain that questions are used in addition to the basic skills and responding techniques to...
The skill of seeing and hearing What is really happening and the ability to mirror that understanding back to the individual
Open up communications with inmate rather than shutting it off
A) volume & b) emotion & c) pitch
Transmission and receipt of a message to effect some kind of action

20. Identify several things an officer might look for when first coming on shift & to include...
A) suspending judgment & b) picking out key words & c) identifying the intensity of What is said & d) reflecting on mood
A) use basic skills & b) know rules and regulations & c) decide if requests are legitimate & d) check out inmate and situation
A) changes in inmate routines & b) groupings of inmates & c) noise levels & d) changes in inmate physical appearance
That if inmates are treated like the human beings they are & more decent and constructive behavior will be promoted

21. Two skills an officer needs for effective interpersonal communications...
A) handling requests & b) making requests & c) reinforcing behavior
Taken very seriously
Identifying the behavior/action desired
A) ability to size up the situation & b) ability to communicate well with inmates

22. Explain that if a communication interchange goes deeper than the officer feels he/she can manage & it is appropriate to...
Selecting the best way to make requests
A) reflect on feeling and intensity & b) respond to feeling
Refer the inmate to a counselor or other specialist at the facility
A) reinforce positively and negatively & b) use verbal and nonverbal techniques

23. Identify the levels of responding & to include...
Look carefully
Gathering information quickly and accurately regarding What is occurring in the surroundings
A) content & b) feeling & c) feeling and meaning
The skill of seeing and hearing What is really happening and the ability to mirror that understanding back to the individual

24. Identify the major categories of energy levels and describe their respective characteristics as: meaning of moderate...
A) 'You're saying ________' & b) 'You look (or it looks) __________'
Active involvement in most activities
Open up communications with inmate rather than shutting it off
Reflect a person's prejudice and attitude

25. Define 'controlling behavior' as...
A) decide if a situation is normal or abnormal & b) decide if a situation indicates the potential for trouble
Holding your body in such a way to show strength & confidence & interest and control
A) use the 5WH method & b) reflect on answers and recycle
Taking charge to assure appropriate behavior to serve the interests of the institution & the staff member and the inmate

26. Identify the purpose of communication & to include...
A) check things out & b) give a response and reason
The inmate will know the reason this time for granting a request & but will understand a future request may not be granted if reasons are not as good
A) inform & b) persuade & c) entertain & d) indicate action
A) being able to see and hear groups and individuals & b) facing squarely & c) looking directly (eye contact)

27. List the application skills used in controlling behavior as...
A) volume & b) emotion & c) pitch
Reflect a person's prejudice and attitude
A) be specific & b) use mild/polite format or direct format & c) get stronger when necessary & d) use responding skills
A) handling requests & b) making requests & c) reinforcing behavior

28. Identify ways in which an employee might verbally respond to content & to include...

29. Define 'mild request format: as...

30. Identify ways in which an employee might verbally respond to content & to include...

31. Define 'responding to feeling' as...
The ability to capture in words the specific feelings being presented by inmate
Participates in all that is required & also makes use of physical equipment and participate in voluntary activities (high-energy inmates require constructive involvement in positive activities)
Open up communications with inmate rather than shutting it off
A) reflect on What was seen and heard & b) use a responding format

32. Identify the steps involved in 'sizing up a situation &' to include...
A) behavior & b) appearance & c) environment
A) position & b) observe & c) posture & d) listen
A) happy & b) angry & c) confused & d) sad & e) scared
A) responding & b) asking questions

33. Identify techniques to use in taking action & to include...
A) stand erect & b) eliminate distracting behaviors & c) incline slightly forward
A) be specific & b) use mild/polite format or direct format & c) get stronger when necessary & d) use responding skills
The inmate will know the reason this time for granting a request & but will understand a future request may not be granted if reasons are not as good
Accurate if they are based on detailed and concrete observations rather than on vague & general ones

34. Identify the major categories of energy levels and describe their respective characteristics as: meaning of Low...
A) feeling cues & b) relationships & c) energy levels & d) values
Appearance and actions indicating defeat & slow movements & head hangs down & every movement seems to require great effort
Taking charge to assure appropriate behavior to serve the interests of the institution & the staff member and the inmate
A) where he/she lives & b) where he/she works & c) where he/she learns

35. Identify the major categories of energy levels and describe their respective characteristics as: meaning of high...
A) inform & b) persuade & c) entertain & d) indicate action
Keeping a safe distance
Participates in all that is required & also makes use of physical equipment and participate in voluntary activities (high-energy inmates require constructive involvement in positive activities)
A) use basic skills & b) know rules and regulations & c) decide if requests are legitimate & d) check out inmate and situation

36. Define 'mild request format: as...

37. Define 'responding to content' as...
A) who & b) what & c) why & d) where & e) when & f) how
The inmate will know the reason this time for granting a request & but will understand a future request may not be granted if reasons are not as good
The skill of seeing and hearing What is really happening and the ability to mirror that understanding back to the individual
Taking charge to assure appropriate behavior to serve the interests of the institution & the staff member and the inmate

38. Identify the categories of relationships and feelings as...
A) positive & b) negative & c) neutral
Reflect a person's prejudice and attitude
A) behavior & b) appearance & c) environment
A) reinforce positively and negatively & b) use verbal and nonverbal techniques

39. Identify aspects considered during the initial stage of observing & to include...
A) behavior & b) appearance & c) environment
A) use basic skills & b) know rules and regulations & c) decide if requests are legitimate & d) check out inmate and situation
Refer the inmate to a counselor or other specialist at the facility
Toning down a request and making it more palatable by putting it in the form of a request rather than a direct order

40. Identify the techniques used in asking questions & to include...
A) where he/she lives & b) where he/she works & c) where he/she learns
A) positive & b) negative & c) neutral
Gathering information quickly and accurately regarding What is occurring in the surroundings
A) use the 5WH method & b) reflect on answers and recycle

41. Explain 'sizing up a situation as...
A) use basic skills & b) know rules and regulations & c) decide if requests are legitimate & d) check out inmate and situation
Taking charge to assure appropriate behavior to serve the interests of the institution & the staff member and the inmate
A) inform & b) persuade & c) entertain & d) indicate action
Gathering information quickly and accurately regarding What is occurring in the surroundings

42. Identify the major categories of energy levels and describe their respective characteristics as: meaning of high...
A) who & b) what & c) why & d) where & e) when & f) how
A) How does he/she look? & b) What is he/she saying? & c) What did he/she say? & d) What didn
Participates in all that is required & also makes use of physical equipment and participate in voluntary activities (high-energy inmates require constructive involvement in positive activities)
Ability to control inmate behavior

43. Identify steps in listening & to include...
Participates in all that is required & also makes use of physical equipment and participate in voluntary activities (high-energy inmates require constructive involvement in positive activities)
A) suspending judgment & b) picking out key words & c) identifying the intensity of What is said & d) reflecting on mood
Keeping a safe distance
A) who & b) what & c) why & d) where & e) when & f) how

44. List various basic feeling words & to include...
Keeping a safe distance
Open up communications with inmate rather than shutting it off
A) handling requests & b) making requests & c) reinforcing behavior
A) happy & b) angry & c) confused & d) sad & e) scared

45. Identify two primary components of observing & to include...
A) use the 5WH method & b) reflect on answers and recycle
A) be specific & b) use mild/polite format or direct format & c) get stronger when necessary & d) use responding skills
Active involvement in most activities
A) decide if a situation is normal or abnormal & b) decide if a situation indicates the potential for trouble

46. Identify steps involved in making requests & to include...
A) content & b) feeling & c) feeling and meaning
Selecting the best way to make requests
A) check things out & b) take appropriate action
A) where he/she lives & b) where he/she works & c) where he/she learns

47. Explain that if a communication interchange goes deeper than the officer feels he/she can manage & it is appropriate to...
A) changes in inmate routines & b) groupings of inmates & c) noise levels & d) changes in inmate physical appearance
Reflect a person's prejudice and attitude
Refer the inmate to a counselor or other specialist at the facility
Ability to control inmate behavior

48. Identify one primary components of observing & to include...
A) check things out & b) take appropriate action
Look carefully
A) feeling cues & b) relationships & c) energy levels & d) values
A) stand erect & b) eliminate distracting behaviors & c) incline slightly forward

49. Define reflecting on answers and recycle' as...

50. Identify the components of the 5WH method as asking...
A) position & b) observe & c) posture & d) listen
A) stand erect & b) eliminate distracting behaviors & c) incline slightly forward
Taken very seriously
A) who & b) what & c) why & d) where & e) when & f) how