School counselors have the ______________ skills, _____________ skills, and ______________ skills to function as at the group process facilitator in a multi systemic view.

• A. communication; collaboration; counseling
• B. leadership; advocacy; assessment
• C. data analysis; programming; evaluation
• D. collaboration; consultation; facilitation

Answer: (C)

The key idea is that a school counselor acting as a group process facilitator within a multisystemic approach relies on using data to guide planning, designing purposeful group interventions, and measuring how well those interventions work. Data analysis is essential because it helps you understand needs across students, classes, families, and the broader school community, turning observations into concrete, actionable insights. Programming follows, as you translate those insights into structured group activities or programs you can implement across settings, ensuring the work is organized, scalable, and aligned with identified goals. Evaluation finishes the loop by checking outcomes, determining what’s effective, what isn’t, and informing adjustments to improve future group processes.

These three skills together reflect a data-driven, programmatic stance that supports systemic change, which is central to multisystemic practice. While collaboration or facilitation or counseling play important roles in group work, they don’t alone capture the combination of diagnostic, design, and evaluative work that drives effective group process facilitation across multiple systems.