{
  "module": "102.4",
  "title": "102.4 Teaching Groups and Facilitating Support Groups",
  "pass_percent": 75,
  "pre_test": {
    "graded": false,
    "questions": [
      {
        "question": "Which idea fits how adults learn best?",
        "options": [
          "Adults learn best from long lectures",
          "Adults want learning they can use right away",
          "Adults do not have useful experience",
          "Adults should never choose their goals"
        ],
        "correct": 1,
        "explanation": "Adult learning is practical, problem-centered and builds on experience."
      },
      {
        "question": "How many key points should a short health session focus on?",
        "options": [
          "One to three",
          "Ten or more",
          "As many as fit on the slides",
          "None; just answer questions"
        ],
        "correct": 0,
        "explanation": "The AHRQ health literacy toolkit advises one to three need-to-know or need-to-do points."
      },
      {
        "question": "Which is the best visual aid for a class on reading food labels?",
        "options": [
          "A slide full of small print",
          "A chart of medical terms",
          "Real food packages people can hold",
          "A long handout with no pictures"
        ],
        "correct": 2,
        "explanation": "Real objects make learning concrete and easy to remember."
      },
      {
        "question": "What should a facilitator say about confidentiality in a group?",
        "options": [
          "Everything is always 100 percent private",
          "Nothing said is private",
          "Members must share everything",
          "Ask members to keep things private, and explain its limits, such as danger or abuse"
        ],
        "correct": 3,
        "explanation": "Facilitators cannot promise total privacy and must explain reporting limits."
      },
      {
        "question": "One member talks over everyone in every session. What should the CHW do?",
        "options": [
          "Thank them, then invite others to speak and return to ground rules",
          "Tell them to leave the group",
          "Ignore it",
          "Let them run the session"
        ],
        "correct": 0,
        "explanation": "Calm structure and shared ground rules let everyone take part."
      },
      {
        "question": "A group member says he stopped his blood pressure pills because a home remedy works better. What should the CHW do?",
        "options": [
          "Agree to keep the peace",
          "Thank him, explain only a provider decides about medicine, and offer help calling his provider",
          "Tell him the right dose",
          "Laugh it off"
        ],
        "correct": 1,
        "explanation": "The CHW corrects gently and connects him to his provider, staying within scope."
      },
      {
        "question": "A support group member says she is thinking about ending her life. What should the CHW do?",
        "options": [
          "Wait until the group ends",
          "Change the subject",
          "Stay with her, connect her to 988 or 911 if in immediate danger, and tell the supervisor",
          "Ask the group to vote on what to do"
        ],
        "correct": 2,
        "explanation": "Crisis needs immediate action and a warm handoff, following program protocol."
      },
      {
        "question": "What is a pre and post check?",
        "options": [
          "A bank form",
          "A test of the facilitator",
          "A sign-in sheet",
          "The same short questions asked before and after a session"
        ],
        "correct": 3,
        "explanation": "Comparing answers shows what people learned."
      },
      {
        "question": "Attendance at a weekday afternoon class keeps dropping. What is the best first step?",
        "options": [
          "Ask participants and neighbors what time and place would work",
          "Cancel the class",
          "Blame people for not caring",
          "Make the class longer"
        ],
        "correct": 0,
        "explanation": "Low attendance often has upstream causes like work hours, childcare and transportation."
      },
      {
        "question": "Which statement about support groups is true?",
        "options": [
          "They replace therapy",
          "The facilitator does all the talking",
          "Members share lived experience, and the facilitator refers people who need more help",
          "They never need ground rules"
        ],
        "correct": 2,
        "explanation": "Support groups rely on peers; facilitators know their limits and refer."
      }
    ]
  },
  "post_test": {
    "graded": true,
    "questions": [
      {
        "question": "How many key points should a short health session focus on?",
        "options": [
          "One to three",
          "Ten or more",
          "As many as fit on the slides",
          "None; just answer questions"
        ],
        "correct": 0,
        "explanation": "The AHRQ health literacy toolkit advises one to three need-to-know or need-to-do points."
      },
      {
        "question": "What should a facilitator say about confidentiality in a group?",
        "options": [
          "Everything is always 100 percent private",
          "Nothing said is private",
          "Members must share everything",
          "Ask members to keep things private, and explain its limits, such as danger or abuse"
        ],
        "correct": 3,
        "explanation": "Facilitators cannot promise total privacy and must explain reporting limits."
      },
      {
        "question": "Which statement about support groups is true?",
        "options": [
          "They replace therapy",
          "The facilitator does all the talking",
          "Members share lived experience, and the facilitator refers people who need more help",
          "They never need ground rules"
        ],
        "correct": 2,
        "explanation": "Support groups rely on peers; facilitators know their limits and refer."
      },
      {
        "question": "Attendance at a weekday afternoon class keeps dropping. What is the best first step?",
        "options": [
          "Ask participants and neighbors what time and place would work",
          "Cancel the class",
          "Blame people for not caring",
          "Make the class longer"
        ],
        "correct": 0,
        "explanation": "Low attendance often has upstream causes like work hours, childcare and transportation."
      },
      {
        "question": "A support group member says she is thinking about ending her life. What should the CHW do?",
        "options": [
          "Wait until the group ends",
          "Change the subject",
          "Stay with her, connect her to 988 or 911 if in immediate danger, and tell the supervisor",
          "Ask the group to vote on what to do"
        ],
        "correct": 2,
        "explanation": "Crisis needs immediate action and a warm handoff, following program protocol."
      },
      {
        "question": "What is a pre and post check?",
        "options": [
          "A bank form",
          "A test of the facilitator",
          "A sign-in sheet",
          "The same short questions asked before and after a session"
        ],
        "correct": 3,
        "explanation": "Comparing answers shows what people learned."
      },
      {
        "question": "One member talks over everyone in every session. What should the CHW do?",
        "options": [
          "Thank them, then invite others to speak and return to ground rules",
          "Tell them to leave the group",
          "Ignore it",
          "Let them run the session"
        ],
        "correct": 0,
        "explanation": "Calm structure and shared ground rules let everyone take part."
      },
      {
        "question": "Which idea fits how adults learn best?",
        "options": [
          "Adults learn best from long lectures",
          "Adults want learning they can use right away",
          "Adults do not have useful experience",
          "Adults should never choose their goals"
        ],
        "correct": 1,
        "explanation": "Adult learning is practical, problem-centered and builds on experience."
      },
      {
        "question": "A group member says he stopped his blood pressure pills because a home remedy works better. What should the CHW do?",
        "options": [
          "Agree to keep the peace",
          "Thank him, explain only a provider decides about medicine, and offer help calling his provider",
          "Tell him the right dose",
          "Laugh it off"
        ],
        "correct": 1,
        "explanation": "The CHW corrects gently and connects him to his provider, staying within scope."
      },
      {
        "question": "Which is the best visual aid for a class on reading food labels?",
        "options": [
          "A slide full of small print",
          "A chart of medical terms",
          "Real food packages people can hold",
          "A long handout with no pictures"
        ],
        "correct": 2,
        "explanation": "Real objects make learning concrete and easy to remember."
      }
    ]
  }
}