Test Bank for Counseling Today Foundations of Professional Identity, 3rd edition Darcy H Granello M

Instructor’s Resource Manual with Test Bank to accompany

Counseling Today: Foundations of Professional Identity 3rd edition Darcy Haag Granello The Ohio State University

Mark E. Young University of Central Florida Prepared by Darcy Haag Granello The Ohio State University

Table of Contents

Chapter 1: Who Are Counselors? ................................................................................................................................. 1 Chapter 2: What Do Counselors Do? ........................................................................................................................... 9 Chapter 3: How Are Counselors Trained and Regulated? .......................................................................................... 16 Chapter 4: How Do Counselors Integrate Personal and Professional Identity ........................................................... 24 Chapter 5: How Do Counseling Students Get the Most from Their Graduate Programs?.......................................... 32 Chapter 6: How Do Counselors Use Theories? .......................................................................................................... 39 Chapter 7: How Do Counselors Use Research? ......................................................................................................... 46 Chapter 8: What Happens in a Counseling Session? .................................................................................................. 54 Chapter 9: Where Do Counselors Work? ................................................................................................................... 62 Chapter 10: How Do Counselors Promote Social Justice and Engage in Culturally Competent Counseling? ........... 69 Chapter 11: How Do Counselors Collect and Use Assessment Information? ............................................................ 78 Chapter 12: How Do Counselors Make Legal and Ethical Decisions?....................................................................... 87 Chapter 13: How Do Counselors Promote Wellness in Themselves and Their Clients? ............................................ 95 Chapter 14: Counseling Tomorrow .......................................................................................................................... 103 Answer Key ............................................................................................................................................................... 110

TEST QUESTIONS

Multiple Choice Questions 1.

The term “psychotherapy” is today used to describe _____ a.

Freudian psychoanalysis b.

A specific type of intervention that involves hypnotherapy c.

A generic term for the entire spectrum of change theories & techniques d.

A psychologist‟s protected scope of practice

2.

Which of the following is/are common specialties within the field of counseling? _____ a.

School counseling b.

Mental health counseling c.

Rehabilitation counseling d.

All of the above

3.

The helping specialty that refers to medical doctors (MDs) who diagnose mental disorders and prescribe appropriate medications is _____ a.

Psychiatry b.

Psychology c.

Social Work d.

Counseling

4.

All of the following statements about developmental guidance models for K-12 schools are true EXCEPT _____ a.

They are based on stage models of human development b.

They are primarily focused on teaching school children life skills to improve academics and bolster selfesteem c.

They are generally more preventative and growth-oriented, rather than problem-focused d.

They are incompatible with the role of the school counselor, who typically spends most of his/her time in crisis intervention mode

5.

The helping profession that has the longest history of licensure and regulation in the U.S. is _____ a.

Counseling b.

Social Work c.

Marriage & Family Therapy d.

Life Coaching

6.

Recent changes in healthcare mean that counselors _____ a.

Cannot work in private practice, or at least cannot get reimbursed for their services by Managed Care companies, since counselors are not recognized as providers in this model b.

Are free to provide the type of services they believe are best for the client, since Managed Care companies are not legally allowed to get involved with treatment decisions c.

Must follow mandates regarding length and type of treatment they use, if they wish to get reimbursed by Managed Care companies for their work d.

Have far fewer clients than in previous years, since Managed Care companies tend to pay higher rates for care, so counselors can have fewer clients but still make the same amount of money

7.

Which of the following is/are true about the profession of psychology? _____ a.

Psychologists typically obtain a master‟s degree, practice for a few years, and then return to school to complete their Ph.D. b.

There are three major types of psychologists: counseling psychologists, research psychologists, and practice psychologists c.

Psychology requires a doctoral degree to practice independently d.

All of the above

8.

All of the following statements are true about Social Workers EXCEPT _____ a.

Social workers advocate on behalf of clients b.

To practice independently, Social Workers must have a master‟s degree c.

Social workers are typically better trained than counselors to understand the environmental, social, and economic forces that impact clients d.

Social workers are typically better trained than counselors in individual and group therapy and techniques

9.

All of the following statements are true about the role of Progressivism in education EXCEPT _____ a.

It was an impetus to education reform that focused on democratization of education b.

Because it was primarily concerned with students‟ self-actualization, it de-emphasized career selection and vocational education c.

It encouraged students to follow their own interests while respecting the rights of others d.

It emphasized character education and expanded traditional education to include physical education, industrial arts, and extracurricular activities

10.

Career counseling is considered a fundamental component of counseling because _____ a.

Career choice and career satisfaction are frequently tied to self-esteem and overall wellness b.

Job stress and dissatisfaction can lead to significant mental health problems c.

A person‟s mental health problems can have a significant impact on his/her job and career performance d.

All of the above

11.

All of the following statements are true about the Humanistic Movement in counseling EXCEPT _____ a.

Helping clients recognize their faculty thinking and change the thinking patterns that contribute to their unhappiness is a fundamental component of a Humanistic approach b.

The work of Rogers, including the core conditions for counseling, was based in Humanistic ideals c.

The idea that people are constantly in the process of changing and growing is a foundational component of a Humanistic approach d.

The focus on the therapeutic relationship in counseling is based on Humanistic principles

12.

Group counseling _____ a.

Rose dramatically in popularity in the 1930s when the Great Depression made the cost effective nature of groups particularly appealing b.

Rose dramatically in popularity in the 1960s and 1970s, when people were feeling increasingly alienated from society and yearned for interpersonal connections c.

Is a separate counseling specialty that requires advanced training and certification d.

Is most effective when done as a “marathon group” that lasts between 24-48 hours

13.

A major impetus for the proliferation of tests and the status of the testing movement was _____ a.

World War I, and the development of the Army Alpha & Army Beta b.

The desire of psychologists to have a scope of practice that was different than that of counselors c.

The ability of tests to compensate for the cultural bias that was often a part of the counseling relationship d.

All of the above

14.

Which of the following statements is/are true about achievement tests? _____ a.

A national achievement test is used to demonstrate the effectiveness of K-12 schools and the merits of individual teachers b.

School counselors typically have little to do with achievement test administration or interpretation because testing is not usually part of their scope of practice c.

The use of achievement test as “high-stakes” tests in K-12 education is extremely controversial d.

All of the above

15.

Behaviorism _____ a.

Was a natural outgrowth of the existing models of psychotherapy b.

Has been almost completely eclipsed by cognitive therapy, making it rather obsolete in the field of counseling c.

Is only useful for making behavior changes in children, as adults can “see through” the attempts to make changes in behavior and thwart them quite easily d.

Appeals to many because of its data-driven approach that makes behavioral change quantifiable and helps counselors and clients select and implement specific goals

16.

The reason that Sputnik represented an important milestone in the counseling profession is because _____ a.

Sputnik was launched by the Soviets, and it became clear that counselors would be needed to help negotiate peace between the Soviet Union and the U.S. b.

When Sputnik was launched by the Soviets, more people began to investigate communism and its emphasis on communal support and caring, which are foundational principles of counseling c.

When Sputnik was launched by the Soviets, it sparked the U.S. to respond by training guidance counselors who could identify students who had potential in math and science d.

Sputnik was launched by the U.S., representing a major turning point in the U.S. Cold War Defense Strategy and triggering the National Defense Education Act

17.

Deinstitutionalization was sparked by, among other reasons, _____ a.

The rise in the use and efficacy of antipsychotic and antidepressant medications b.

The desire to hospitalize severely ill mental patients in regular medical hospitals where they could be more carefully monitored than in psychiatric asylums c.

The understanding the Community Mental Health Centers, although an good idea, could never provide the intensity of treatment necessary for extremely ill clients d.

All of the above

18.

Stage models of development are based on all of the following EXCEPT _____ a.

In general, conquering each stage of development is a prerequisite for moving to the next b.

The models provide general understanding of development, but may not be quite as tidy as they appear on paper when applied to individuals c.

Understanding someone within the context of their current developmental stage is necessary to get a complete understanding of who they are d.

All developmental models end at adulthood, when primary development stops and people move from a regular growth trajectory to a much more diffuse approach that is unique to each person

19.

The first counseling licensure law in the country was in Virginia in _____ a.

The 1880s (around the time of Freud) b.

The 1940s (right after World War II) c.

The 1970s (around the time that the American Mental Health Counselors Association joined the American Personnel & Guidance Association) d.

The 1990s (around the time when the name of the national association became the American Counseling Association)

20.

Counselors use developmental models in their work because _____ a.

These models tend to have a growth orientation that fits with the overall philosophical approach that counselors tend to have b.

They provide a structure for how to meet clients where they are developmentally and provide appropriate interventions and strategies c.

By providing an overall model, they help give ideas and strategies to assist the counselor in selecting interventions that will help move clients to the next developmental stage d.

All of the above

TRUE/FALSE 1.

Compared with social work training, counselors have more training in individual and group therapy techniques and interventions. ____ True ____ False

2.

Mental health/Community Counselors are currently licensed in 36 of the 50 states. ____ True ____ False

3.

Multicultural counseling and career counseling are both modern day counseling practices that have their roots in the ideals of Progressivism. ____ True ____ False

4.

At least one-quarter of the homeless population has a mental illness. ____ True ____ False

5.

The American Counseling Association originally began as a division of the American Psychological Association. ____ True ____ False

6.

Approximately two-thirds of all visits to family doctors are prompted by stress-related symptoms. ____ True ____ False

ESSAY QUESTIONS 1.

Compare and contrast the training and philosophical approach to mental health of counselors, social workers, and psychiatrists.

2.

How have the ideas of Progressivism influenced the counseling profession, both in the past and in the present?

3.

How have the ideas of science and the medical model approach to mental health influenced the profession of counseling, both in the past and in the present?

4.

Why is it important for counselors to have a developmental perspective of their clients before developing treatment interventions for them?

5.

Compare and contrast the arguments of those who believe that coaching is a distinct profession from counseling and does not require licensure or regulation versus those who believe that the practice of coaching often overlaps with the practice of professional counseling.

Chapter 2 What Do Counselors Do?

Chapter Overview This chapter highlights the many different roles that counselors might assume, highlighting 20 common roles and functions of counselors. Readers are encouraged to interact with the reading by making note of the roles that are most and least appealing to them as they consider their future in the profession. Four stories by practicing counselors in different settings are used to highlight how counselors choose to engage in these activities, including a pie chart with the percentage of time these professionals spend in each of their roles. The Counseling Controversy in this chapter highlights a particularly controversial role, that of counselor as diagnostician, and provides arguments for and against this activity. In the Informed by Research feature, readers learn how research can be used to advocate for the appropriate use of a counselor‟s time.

Learner Objectives The learner will: 1. be exposed to many different roles that counselors might assume 2. understand the variety of roles within the counseling profession and begin to see counseling as a diverse profession 3. be able to describe the basic components of each of the 20 roles listed 4. understand why some roles and functions are inappropriate for counselors 5. be able to describe the pros and cons of counselors as diagnosticians from the Counseling Controversy 6. use the Informed by Research feature to understand how school counselors can use research to advocate for their profession 7. determine which roles are most appealing as s/he considers her/his future identity as a professional counselor

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of the counseling profession and their future role as a professional counselor.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Table 2.1: The Many Roles of the Counselor Purpose To help students begin to see the diversity of the profession and to start the conversation about their ideal job as a professional counselor.

Interactive Activity In this table, students are introduced to 20 different roles that counselors might assume. Before reading the full discussion of each of the roles, students are asked to make a notation to indicate (A) roles that they are very interested in; (B) roles that they are uncertain about; (C) roles that they do not think would be a good fit for them; (!!) roles that surprise or intrigue them; and (?) roles that they do not know enough about to form an opinion.

Suggested Activities or Classroom Discussion Questions 1.

Have students complete these tasks before reading the chapter. Once they have completed the reading (or classroom discussion), have them return to the table and make any changes to their responses. What did they learn that caused them to change their opinions?

2.

The four counselors with Snapshots in this chapter have a pie chart of their “typical day” divided into the different roles they assume. Have students develop a pie chart that includes the percentage of time in each of the different roles for their “ideal job” as a counselor. Once the pie chart is completed, encourage discussion or exploration about what setting or specialty might accommodate their interests.

(Note: it may be useful to return to this same pie chart later in the academic term to see if any of their ideas have changed as they learned more about the profession.

3.

Divide the roles among students in the class and have them learn more about their assigned role and report back to the class with more information. Students might interview counselors or members of the community, read information on the Internet, or attend workshops or trainings to learn more about particular roles.

Counseling Controversy: Should mental health counselors engage in diagnosis of mental and emotional disorders?

Purpose To introduce students to a current discussion in the field that has strong advocates on both sides. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to the idea of diagnosis of mental and emotional disorders, the DSM, and the current controversy surrounding this topic. They are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

4.

Have students look up their state in Table 2.2 to see if licensed mental health counselors in their states have diagnosis within their scope of practice. What does it mean for future counselors to be licensed in a state that does (or does not) include diagnosis?

5.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

6.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Spotlight: The Many Faces of Advocacy Purpose To help students recognize that advocacy is part of the profession of counseling, in big ways and small, and to encourage them to think about their own role and responsibility as an advocate for others and for the profession.

Interactive Activity In this Spotlight, students are exposed to 12 different stories of advocacy by counseling students and professionals. Some of the stories represent large-scale, lifelong efforts while others are simpler stories of small choices that counselors made that can have a big impact on the lives the others. Students are asked to think about what their own contribution to advocacy might be.

Suggested Activities or Classroom Discussion Questions 1.

What does it mean to be an advocate? Why is it considered a “professional imperative” for counselors?

2.

If available in your campus or community, bring in a guest speaker from NAMI (National Alliance on Mental Illness) or Mental Health America or other groups that advocates for mental health support.

3.

As students construct their own stories of advocacy, help them develop both long-term goals and shorter- term projects or ideas that they can complete while in graduate school.

Key Terms and Concepts Academic Advising Accountability Logs Agent of Social Change ASCA National Model Case Manager Consultant Continuing Education Units (CEUs) Counseling Supervision Counselor Educator Court-ordered (Mandated) Clients Crisis Counseling Diagnostic and Statistical Manual of Mental Disorders Direct Service Provider Disaster Mental Health Responders Expert Witness Formal Assessment Healthy Internal Supervisor Indirect Services Informal Assessment K-12 Guidance Curriculum Legislative Day Lifelong Learner Mediation Murphy v. A. A. Mathews Practitioner-Scientist Preventative Groups Pschoeducational Groups Remedial/Therapeutic Groups Sain v. Cedar Rapids Community School District Secondary Trauma

TEST QUESTIONS Multiple Choice Questions 1.

The preferred term (as recognized by ASCA, the professional association for this type of counselor) for counselors who work in school settings is: ______ a.

Professional School Counselor b.

Guidance Counselor c.

School-Based Counselor d.

School Mental Health Specialist

2.

The three broad areas of focus for school counselors, according to the ASCA national standards, include all of the following except: _____ a.

Academic Development b.

Career Development c.

Personal/Social Development d.

Moral Development

3.

Which of the following is an example of a counselor in the role of consultant: _____ a.

A school counselor meets with children who are fighting in the lunchroom b.

A clinical counselor runs a group for people who have lost a child c.

A rehabilitation counselor helps school administrators select appropriate assistive technology for a student with a disability d.

A career counselor encourages a client to interview people about their jobs

4.

Ongoing learning for professional counselors that takes place after graduate education has been completed is part the code of ethics of the profession as well as state licensure and certification laws. The term for this type of learning is: _____ a.

Continuing Education Units (CEUs) b.

Professional Development Programs (PDPs) c.

Life-Long Learning Units (LLLs) d.

Counselor Education Plans (CEPs)

5.

Sometimes counselors are in the role of teacher or educator as they help their clients or students engage in New Learning. Which of these is the most appropriate example of the type of teaching or educating that can take place in a counseling session: _____ a.

Giving clients advice on what to do b.

Telling clients the best way to overcome their problems c.

Exposing clients to the different strategies to set goals d.

Sharing with clients how the counselor has overcome his/her own problems

6.

Supervision of beginning counselors is intended to do which of the following: _____ a.

Provide opportunities for more senior members of the profession to guide and mentor new professionals b.

Monitor the quality of the counseling services provided by the supervisee c.

Serve as a gatekeeper to the profession d.

All of the above

7.

Crisis counseling is: _____ a.

Typically short term in nature b.

Legally offered only by those with a crisis counseling certification c.

Based on a skill set that is entirely different than typical counseling d.

Useful for helping clients uncover the underlying reasons for their problems

8.

When counselors are hired by prosecutors or defendants to provide input on legal cases, they are operating in the role of: _____ a.

Legal Aide b.

Expert Witness c.

Court Ordered Counselor d.

Legal Counselor

9.

Counselor as Prevention Specialist helps clients: _____ a.

Build resilience b.

Encourage healthy development through the lifespan c.

Take a proactive, rather than reactive, approach to their wellness d.

All of the above

10.

The examples of advocacy in the chapter have which of the following element in common: _____ a.

They use a national platform to get their message across b.

They have advanced degrees and specialized training in advocacy c.

They have a personal commitment to enhancing the lives of others d.

All of the above

11.

The 20 roles of the counselor listed in the chapter include all of the following except: _____ a.

Counselor as businessperson b.

Counselor as researcher or scientist c.

Counselor as advisor d.

Counselor as disciplinarian

12.

Which of the following has been identified by the American School Counseling Association (ASCA) as an inappropriate role for school counselors: _____ a.

Teaching classes when teachers are absent b.

Counseling students with excessive tardiness or absenteeism c.

Ensuring student records are maintained in accordance with state and federal regulations d.

Providing teachers with suggestions for better study hall management

13.

In the Snapshot by Susie Boggs, Licensed Professional School Counselor, she stated that she, like most high school counselors, spends the majority of her time in: _____ a.

Individual counseling and crisis management b.

Program planning c.

Classroom guidance activities d.

Supervising new counselors and interns

14.

It has been argued that counselors are particularly well suited to the role of prevention specialist because: _____ a.

Prevention activities are the most popular type of counseling b.

Prevention is a defining characteristic of the counseling profession that helps distinguish counselors from other helping professionals c.

Prevention is the only type of counseling that is legally permitted by the counseling licensure laws of most states d.

Prevention activities are well reimbursed by insurance companies and businesses

15.

When counselors write grant proposals to seek funding to support their programs, they should do all of the following except: _____ a.

Identify specific programmatic objectives that the funds will be used to support b.

Specify how programmatic objectives will be met c.

Develop a budget that does not include a salary or fee for the counselor, since that would be a conflict of interest d.

Target grant opportunities that align with the mission and goals of their program

16.

The advocacy competencies required of school counselors include: _____ a.

Having the disposition (personality, temperament) to advocate on behalf of students b.

Possessing the knowledge of resources necessary to advocate for students c.

Using communication and collaboration skills to become advocate d.

All of the above

17.

When counselors are negatively affected by the difficult stories that they hear from clients or the effects of violence or destruction that they see, that is an example of: _____ a.

Secondary trauma b.

Counselor impairment c.

Advanced empathy d.

Secure boundaries

18.

Practitioner-scientist is the term used to describe counselors who: _____ a.

Engage in large-scale research studies b.

Believe that research is the most important activity for counselors c.

Use existing research to inform their practice d.

All of the above

19.

When counselors work with other professionals to help them improve the service they provide, that is an example of counselor as: _____ a.

Mediator b.

Therapist c.

Consultant d.

Administrator

20.

Counselors in the role of group leader typically operate in which of the following settings: _____ a.

Schools b.

Mental health agencies c.

Rehabilitation centers d.

All of the above

TRUE/FALSE 1.

The term “counseling” is a protected term in most states, meaning that only licensed counselors can use that word. ____ True ____ False

2.

Researchers found that when school counselors engaged in interventions that focus on the development of cognitive, social, and self-management skills, students‟ standardized test scores improved. ____ True ____ False

3.

Licensed counselors can diagnose mental and emotional disorders in all 50 states and the District of Columbia. ____ True ____ False

4.

According to legal precedent, school counselors can be held accountable for providing accurate information to high school students about credits and courses needed to pursue post-high school endeavors. ____ True ____ False

5.

When counselors act as mediators, they provide expert testimony to courts what is the best resolution to a conflict. ____ True ____ False

6.

Even though counselor as Member of Professional Associations is included as a counseling role, the reality is that fewer than half of all counselors are members of any professional association. ____ True ____ False

ESSAY QUESTIONS 1.

The ASCA national standards recommend that high school counselors spend 15-25% of their time implementing the guidance curriculum. This is less time than is recommended for elementary school counselors, who should spend 30-40% of their time implementing the guidance curriculum. Why is the percentage of time spent in these activities lower for high school counselors? How does the developmental needs of the students factor into the amount of time spent in guidance activities?

2.

Why is proper assessment critical to the role of counselors in all settings?

3.

In the Informed by Research section of the chapter, you learned that school principals identified several tasks that they thought were appropriate for school counselors, including (a) registration and scheduling of new students; (b) administering achievement tests; and (c) maintaining school records. List reasons why these tasks are inappropriate for school counselors.

4.

Why do counselors, in particular, have a “professional imperative” to be advocates who fight against individual or societal injustices?

5.

Compare and contrast the arguments of those who believe counselors should be legally allowed to diagnose mental and emotional disorders with those who believe that this is an inappropriate role for counselors.

Chapter 3 How Are Counselors Trained And Regulated?

Chapter Overview This chapter introduces the idea of professional identity as a counselor and overviews the education and training requirements for licensure or certification in the field. Readers are introduced to the eight core areas of graduate education in counseling, including a brief discussion of how each of these curricular experiences relate to the world of professional practice. Rather than attempting to cover all of the content from each of these core areas (as students will have separate courses in them), the focus in this chapter is to get students excited about the topics in the graduate counseling curriculum.

An overview of state licensure and/or certification helps readers understand the steps that they will take to become a practicing counselor after their graduate education is complete. Finally, the chapter introduces the idea of the importance of professional associations to the field, introducing students to the American Counseling Association, the American School Counselor Association, and the many different divisions and state branches of these associations. A first person account by a graduate student discusses the importance of becoming involved in professional associations during graduate school, highlighting this very important aspect of the development of professional identity as a counselor.

Learner Objectives The learner will: 1. be able to describe the eight core areas of the counseling curriculum and how each of these curricular experiences relate to the practice of professional counseling 2. understand the distinction between licensure and certification and know how to find out more information about counselor licensure or certification in their state 3. learn about the American Counseling Association (ACA), the American School Counselor Association (ASCA) and the role that professional associations play in the profession of counseling 4. determine which divisions of ACA are more relevant to their future career path or interests and know how to find out more information for further exploration 5. be exposed to the current controversy in the field around the definition of counseling and the challenges of deciding whether all counselors should belong to the same profession and be able to compare and contrast the arguments of those on both sides of this issue 6. learn about Chi Sigma Iota, the counseling honorary society, and its role in developing future counselors and leaders

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of the education and regulation of professional counselors and their future role in the profession.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Counseling Controversy: Is counseling one profession or many?

Purpose To introduce students to a current discussion in the field that has strong advocates on both sides. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to the idea of the current controversies and difficulties surrounding professional identity and whether all counselors are part of the same profession. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

The Divisions of ACA Purpose To help students recognize the many counseling associations, divisions, and branches that are available to enhance their own professional development.

Interactive Activity Students are asked to make a mark in the box next to the ACA divisions that they are interested in and would like to investigate further. Website information is provided to further their exploration.

Suggested Activities or Classroom Discussion Questions 1.

Why are there so many different divisions of ACA? Are there too many? Not enough? Does having so many different divisions contribute to a diffuse definition of counseling, or do divisions provide a mechanism for all counselors to feel included under the larger umbrella?

2.

Assign students (or groups of students) divisions to explore further, bringing in their findings to classroom discussions 3.

If available, bring in copies of journals and newsletters (or share electronic versions) from the different divisions (or at least several different divisions) to help students begin to see how the information within these resources is designed to meet the needs of their different constituents.

4.

Bring in copies of information about upcoming workshops or training offered by state branches, ASCA, or ACA divisions. Discuss how professional counselors use journals, newsletters, workshops, and trainings to stay abreast of the latest information in their counseling specialty.

Key Terms and Concepts 20/20: Vision for the Future of Counseling Altruism American College Counseling Association (ACCA) American Counseling Association (ACA) American Mental Health Counselors Association (AMHCA) American Personnel & Guidance Association (APGA) American Rehabilitation Counseling Association (ARCA) American School Counselor Association (ASCA) ASCA National Standards Assessment competencies (ACA) Association for Adult Development & Aging (AADA) Association for Assessment in Counseling & Education (AACE) Association for Child & Adolescent Counseling (ACAC) Association for Counselor Education & Supervision (ACES) Association for Creativity in Counseling (ACC) Association for Humanistic Counseling (AHC) Association for Lesbian, Gay, Bisexual, and Transgendered Issues in Counseling (ALGBTIC) Association for Multicultural Counseling & Development (AMCD) Association for Specialists in Group Work (ASGW) Association for Spiritual, Ethical, & Religious Values in Counseling (ASERVIC) Certification Chi Sigma Iota Commission on Rehabilitation Education (CORE) Council for Accreditation of Counseling and Related Educational Programs (CACREP) Counselors for Social Justice (CSJ) Curative factors in group (Yalom) Erikson, Erik Group cohesiveness Instillation of hope International Association of Addictions & Offender Counseling (IAAOC) International Association of Marriage & Family Counselors (IAMFC) Internship Jung, Carl: Stages of Life Licensed Professional Counselors (and variations of the title found in the Spotlight) Military & Government Counseling Association (MGCA) Moreno, Jacob Multicultural Counseling Competencies National Board of Certified Counselors (NBCC) National Career Development Association (NCDA) National Employment Counseling Association (NECA) Parsons, Frank (“Father of Guidance”) Practicum Prevention/growth groups Professional Orientation and Ethical Practice Professional Identity Psycho-educational groups Remedial/therapeutic groups Scope of practice Social Atom Standards for Multicultural Assessment (ACA) Universality Vocational Rehabilitation

ADDITIONAL SPOTLIGHT FOR SUPPLEMENTARY USE: Chi Sigma Iota: Promoting Leadership in the Counseling Profession Chi Sigma Iota promotes leadership in the counseling profession, and it has worked to address leadership in counseling perhaps mare than any other counseling-related organization. Local chapters are places for counseling students to begin to take on leadership positions within the profession as they organize professional development, advocacy, outreach, and social activities for their members. At a national level, CSI is deeply committed to leadership development. CSI provides leadership training through “CSI Day” at the American Counseling Association annual conference and fellowship and internship programs for students.

Chi Sigma Iota has been led by presidents who themselves are strong leaders in the counseling profession. As you read through this listing of names, recognize that although many of the names might be unfamiliar to you at this point in your graduate training, these individuals have all made very important contributions to the counseling professions outside of their work with CSI. You will read their textbooks, use their research, and learn about their service and advocacy on behalf of the counseling profession during your graduate training and beyond. This is not just a coincidence: CSI promotes leadership development, and leaders within the profession value the opportunity to inspire students and new professionals to become leaders and recognize CSI as an important venue to nurture potential leaders in the counseling profession.

1985-1987: Thomas J. Sweeney, President & Founder 1987-1988: Jane E. Myers 1988-1989: Joseph R. Kandor 1989-1990: Samuel T. Gladding 1990-1991: Larry Loesch 1991-1992: Rose A. Cooper 1992-1993: Carol L. Bobby 1993-1994: Nicholas A. Vacc 1994-1995: Judith G. Miranti 1995-1996: Courtland C. Lee 1996-1997: D. L. (Pete) Warren 1997-1998: Mary Thomas Burke 1998-1999: William E. Nemec 1999-2000: Don C. Locke 2000-2001: Edwin L. Herr 2001-2002: Richard L. Percy

2002-2003: Geoffrey G. Yager 2003-2004: Jamie S. Carney 2004-2005: Nancy E. Sherman 2005-2006: Richard J. Hazler 2006-2007: Cynthia J. Osborn 2007-2008: June M. Williams 2008-2009: Donna A. Henderson 2009-2010: Catharina Y. Chang 2010-2011: JoLynn V. Carney 2011-2012: Casey A. Barrio Minton 2012-2013: Victoria White Kress 2013-2014: Andrea Dixon 2014-2015: Craig Cashwell 2015-2016: Spencer Niles 2016-2017: Michael Brubaker 2017-2018: Barbara Herlihy

TEST QUESTIONS Multiple Choice Questions 1.

Which of the following is NOT one of the core areas of the counseling curriculum, as required by CACREP? _____ a.

Social and Cultural Diversity b.

Human Growth and Development c.

Career Development d.

Gerontological Counseling

2.

Giving counseling students an overview of the history and philosophy of the profession, as well as an understanding of the current context within which counselors work, is the primary focus of which of the eight core curricular areas? _____ a.

Social and Cultural Diversity b.

Human Growth and Development c.

Professional Orientation and Ethical Practice d.

Helping Relationships

3.

The three domains of the Multicultural Counseling Competencies include all of the following except: _____ a.

Understanding b.

Knowledge c.

Awareness d.

Skills

4.

Multiculturalism has been called “The Fourth Force” in counseling, building on the three existing forces of: _____ a.

Psychodynamic, Behavioral, and Humanistic Counseling b.

Freudian, Adlerian, and Jungian Counseling c.

Counseling Skills, Relationship Building, and Knowledge of Mental Disorders d.

Feminist Approaches, Developmental Theory, and Narrative Therapy

5.

The types of groups that are offered in counseling are typically conceptualized as a continuum with what end points? _____ a.

Existential – Reality b.

Prevention/Growth – Remedial/Therapeutic c.

School-based – Community-based d.

Children – Older Adult

6.

Yalom‟s curative factors in groups includes _____ a.

Universality b.

Altruism c.

Instillation of hope d.

All of the above

7.

Among the ACA assessment competencies required of all counselors is _____ a.

A working knowledge of statistical concepts in testing b.

The ability to write appropriate test questions for client populations c.

Methods for scoring the most common assessment instruments d.

All of the above

8.

Which of the following is true regarding field placements? _____ a.

Internship is required, but practicum is optional b.

Practicum is required, but internship is optional c.

Students in mental health/community counseling must complete both practicum and internship, but those in school counseling and student affairs need only complete internship d.

Practicum and internship is required as a prerequisite for licensure as a professional counselor

9.

The _____ of the state‟s counseling licensure law determines what activities are legally allowable for licensed counselors in that state. a.

Prestige b.

Portability c.

Scope of Practice d.

Alignment with CACREP curriculum

10.

The document that allows a counselor to practice in a particular state is _____ a.

A counseling license issued by the state b.

Evidence of successful passing of the licensure exam c.

Certification from the National Board of Certified Counselors d.

Professional membership in the American Counseling Association

11.

The division of the American Counseling Association that most closely aligns with the interests of a counselor who specializes in testing is: _____ a.

The Association for Assessment in Counseling and Education (AACE) b.

The Association for Humanistic Counseling (AHC) c.

The Association for Counselor Education and Supervision (ACES) d.

The Association for Multicultural Counseling and Development (AMCD)

12.

The division of the American Counseling Association that most closely aligns with the interests of a counselor who specializes in working in substance abuse/dependency is _____ a.

Counselors for Social Justice (CSJ) b.

International Association of Addictions and Offender Counselors (IAAOC) c.

International Association for Marriage and Family Counselors (IAMFC) d.

National Career Development Association (NCDA)

13.

The division of the American Counseling Association that most closely aligns with the interests of a counselor who specializes in working with clients with physical and cognitive disabilities is _____ a.

The American Mental Health Counselors Association (AMHCA) b.

The American Rehabilitation Counseling Association (ARCA) c.

The American School Counselor Association (ASCA) d.

The Association for Adult Development and Aging (AADA)

14.

Definitions of professional identity typically highlight all of these themes, except _____ a.

Self-labeling as a professional b.

Integration of skills and attitudes of a professional c.

Membership in a professional community d.

Rejection of all previous professional roles

15.

The counseling specialty that has been identified as most readily adapting to an electronic format is _____ a.

Multicultural Counseling b.

Group Counseling c.

Career Counseling d.

Counseling Children

16.

The benefits of professional counseling licensure include _____ a.

Proof of competency to consumers of counseling b.

Consistency for minimum standards of competency c.

Enhancement of the standing of the profession d.

All of the above

17.

School counselors are licensed or certified by _____ a.

The college or university where they are trained b.

The state‟s legislative laws and rules c.

The state‟s Department of Education d.

The National School Counselor Certification (through NBCC)

18.

The 20/20: Vision for the Future of Counseling is premised on the belief that _____ a.

Sharing a common professional identity is critical for counselors b.

The term “counselor” should include everyone in the helping professions (e.g., counselors, social workers, psychologists, psychiatrists) as this large “umbrella” will make the profession stronger c.

There is no such thing as “the profession of counseling,” and attempts to develop a single unifying definition of counseling are fruitless d.

Counselors should be legally allowed to be licensed as psychologists

19.

In the research study highlighted in this chapter‟s Informed by Research, you learned that practicing school counselors, practicing mental health counselors, and counseling faculty in the study all _____ a.

Had very different views about which classes from the core curriculum were most important for counseling students to learn in their graduate programs b.

Believed that the eight core areas of counseling preparation are out of date and need to be revised c.

Recommended the abolishment of CACREP, since it is no longer necessary d.

Had very favorable perceptions of the relevance of all of the core curricular experiences for counselors

20.

Which of the following statements is true about the current status of career counseling? _____ a.

It has not progressed much since the days of Frank Parsons b.

It is simply a matter of matching the person to the right career c.

It is typically handled during high school and is seldom relevant to adults d.

None of the above

TRUE/FALSE 1.

According to the Bureau of Labor Statistics, counselors represent some of the fastest growing occupations in the U.S. ____ True ____ False

2.

If students graduate from a CACREP accredited program, they do not have to take a licensure test to obtain licensure in their state. ____ True ____ False

3.

Groups are an important part of counseling because human beings are primarily social animals who benefit from feedback and support. ____ True ____ False

4.

Most states require at least a master‟s degree for licensure or certification as a school counselor. ____ True ____ False

5.

All licensed counselors are legally required to join their professional association. ____ True ____ False

6.

Professional counselors are licensed in all 50 states and the District of Columbia. ____ True ____ False

ESSAY QUESTIONS 1.

Explain how the use of a developmental perspective in counseling might affect the counselor‟s choice of appropriate interventions

2.

Compare and contrast the arguments of those who believe counseling is a unified profession with those who believe that counseling specialization represent distinct professions.

3.

Why is it important for counselors and for consumers of counseling to have relatively consistent licensure requirements across all 50 states and the District of Columbia?

4.

What are some of the benefits that membership in a professional association can provide to an individual counselor or to counseling students? In addition, how can an individual‟s membership in a professional counseling association help the entire profession of counseling?

5.

The field experiences of practicum and internship are an integral part of counselor preparation. What is it about these experiences that differ from the type of education or training received in the eight core areas of the counseling curriculum, and what are some of the specific competencies, knowledge, and personal development opportunities that occur during field experiences?

Chapter 4 How Do Counselors Integrate Personal and Professional Identity?

Chapter Overview This chapter helps readers understand that becoming a professional counselor is a lifelong journey. It introduces the idea of the integration of personal and professional selves, and helps future counselors reflect on their optimal path to best prepare themselves for the road ahead. Readers are encouraged to adopt a life-long self-reflective stance toward becoming a counselor, with a recognition that this approach will help them become more intentional in navigating their own professional development.

Readers are asked to consider what personality traits are most beneficial for counselors to possess, with a clear message that there is no one ideal personality type for the counseling profession. Rather, building on strengths and continuing to work through deficits is the key to becoming a strong professional counselor. Several developmental models (and challenges that have been made to them) are supplied to help readers develop a working cognitive map of their own professional growth. Finally, the chapter ends with two Snapshots of counseling students reflecting on their own developmental journey during graduate school.

Learner Objectives The learner will: 1. be able to describe several of the attributes and personality traits of effective counselors 2. list several reasons why personal counseling can have professional benefits for counselors 3. demonstrate understanding of how a counselor‟s own personality can have an impact on his or her strengths and weaknesses as a counselor 4. describe at least one developmental model that is applicable to the professional development of counselors, including the feminist critique of that model 5. describe strategies for enhancing the counselor‟s movement toward lifelong development and growth, instead of burnout and impairment 6. compare and contrast the arguments of those who believe that counselors are born (counseling is an art) with those who believe that counselors are made (counseling is a science)

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of the developmental trajectory of professional counselors and their own developmental path toward becoming a counselor.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Counseling Controversy: Are counselors born or made?

Purpose This controversy introduces students to a discussion that they may already have formed strong opinions about prior to their graduate training. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions about whether counselors need a special temperament or personality that cannot be taught, but is an “art” that is innate in a person, or whether counseling is a “science” that can be taught to anyone. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Spotlight: Counselors and the Myers-Briggs Type Indicator (MBTI) Purpose This spotlight helps students understand that there is no one special personality trait or temperament that is required to be a counselor, and there is room in the profession for many different types of people with many different strengths and limitations. However, a counselor‟s personality may bring with it some inherent strengths and potential areas for growth. Understanding these potential strengths and pitfalls early in training can help counseling students be intentional about their own growth and development.

Interactive Activity In this Spotlight, students are asked to take the MBTI (or a similar test) or to stop and think about their own personality traits, and then consider how their personality might affect their future role as a counselor.

Potential strengths and likely aspects of counseling that will need particular attention are listed for each personality type.

Suggested Activities or Classroom Discussion Questions 1.

Have students take the MBTI (or a similar test) and discuss in class how their results might affect their counseling 2.

Have students meet in small group based on personality types (either grouping students together by Extraversion or Introversion, for example) or intentionally mixing groups of different personality types.

What strengths and likely aspects to work on do these groups develop? What can they learn about how to maximize their strengths and minimize their limitations from this exercise?

Key Terms and Concepts “helper therapy principle” “self-as-instrument” Burnout Congruence Dualistic thinking Emotional contagion Empathy Imposter phenomenon Male normative Mindfulness Multiplistic thinking Myers-Briggs Type Indicator Passive recipient model of education Personhood Relativistic thinking Self-in-relation theory Unconditional Positive Regard Unfinished business Wounded healer

ADDITIONAL SPOTLIGHT FOR SUPPLEMENTARY USE: Using the Profession to Meet Our Own Emotional Needs There are many positive and rewarding reasons to become a counselor. However, it also is possible to be motivated to become a counselor for the wrong reasons….reasons that may ultimately hurt our clients. All counselors find personal rewards from counseling, and most believe that being a counselor can help meet some of their own emotional needs. It is when our own motivations take precedence over the needs of the client, however, that we run into trouble. In these cases, the motivators can have negative effects on others. Examples of motivators that can have negative impacts include: The need to be needed and the need to be liked. Many counselors want to be needed by others and everyone wants to be liked. But when these needs become the primary motivation, we risk not being honest with clients or putting their needs first. We don‟t take risks or tell clients what they need to hear because we fear that they might get angry with us, not like us anymore, or leave the counseling relationship.

The need for power. Counselors have an inherent power in the counseling relationship. Healthy counselors recognize that they can never use this power to further their own ends, and they must take care not to overwhelm or overpower emotionally-dependent clients. Counselors who are motivated by power, on the other hand, may not recognize when they are putting their own need to be in control over the best interests of their clients.

The need to be respected and admired. Just like power, respect and admiration can come with a graduate degree and a license. The responsibility to minimize the power that comes with respect and admiration rests clearly on the shoulders of the counselor. We must resist all urges to use interventions that are designed solely to make us look good or smart or important. Again, the client‟s best interests must determine what we do.

The need to be included and the need to be loved. The counseling relationship is a powerful one, but it can never replace the need for relationships outside of the counseling process. Counselors should not use the emotional intimacy they have with clients to protect themselves from loneliness or to fill their emotional needs for connection.

The need to feel superior. Clients come to us with problems, and we could choose to use counseling in order to feel good about ourselves – “gee, compared to this person, I‟m really healthy” – at the expense of our clients. Counseling is about forming helping relationships, not relationships that diminish others.

There are, of course, other motivators that can have negative effects on our clients. The important thing is that we recognize what motivates us to become counselors and continue to manage our emotional motivators to minimize their negative impact on others.

TEST QUESTIONS Multiple Choice Questions 1.

The motivations for becoming a counselor have been conceptualized as falling into three main categories.

Which of these has NOT been identified as one of the most common motivations that counseling students have _____ a. to do for others what someone has done for me b. to do for others what I wish someone had done for me c. to obtain the prestige and power of a graduate degree d. to help inspire others to make changes in their lives

2.

Carl Rogers talked about the need for counselors to attend to their ever-changing personhood. In this context, what is meant by the term? _____ a.

Understanding of a counseling theory that works for them b.

Understanding of self, being aware of who you are, including subjective experiences and feelings c.

Understanding of how all people share the same basic human needs d.

Understanding of how all people have inherent dignity

3.

Counselors are at risk for burnout because _____ a.

They do not have the knowledge to implement strategies to lessen burnout b.

The high emotional demands of the profession can lead to emotional and physical exhaustion c.

Most counselors find little comfort in religious or spiritual beliefs or practice d.

All of the above

4.

The best personality type (as measured by the MBTI) for a counselor is _____ a.

Extraverts who are thinkers b.

Introverts who are feelers c.

Thinkers who are perceivers d.

None of the above is better than any others

5.

The definition of “empathy” that most closely matches what counselors should strive for is: _____ a.

Feeling sorry for the client‟s situation and letting the client know you feel sorry for him or her b.

Understanding the client‟s meanings and feelings and being able to communicate that understanding to the client c.

Letting clients know that other people have similar stories and helping them to connect to those people d.

Having hope that the client‟s situation will improve and being able to communicate that hope to the client

6.

One of the personality traits that is useful for counselors to possess is the ability to tolerate ambiguity. Which statement most accurately describes this trait? _____ a.

Counselors must be comfortable living with uncertainty and allowing their clients time and space to sort through complex problems without definitive answers b.

Counselors must be comfortable with many different types of clients and problems, allowing people from different cultures to come to different solutions c.

Counselors must be willing to get into the mindset of the client, because the answer to the client‟s problem always resides within d.

Counselors must provide different solutions to a problem so that clients can select the answer that is right for their current situation

7.

Some of the major criticisms of the developmental models generally argue _____ a.

The male-normative approach to the models is inappropriate for women b.

The reality of how people progress developmentally is seldom as clear and linear as the models suggest c.

Development is not cross-contextual. In other words, just because a person has obtained a particular developmental level in one area of his or her life does not mean that s/he will have obtained the same level in other areas. d.

All of the above

8.

The “helper therapy principle” is the idea that both the helper, as well as the client, benefit from the counseling relationship. In general, this theory is _____ a.

Based on a body of research that says counselors‟ own psychological well-being improves from their counseling practice b.

Inappropriate, because only the client should benefit from counseling c.

Discounted, because research shows that over time, counseling leads to burnout and impairment for the counselor d.

Male-normative (found to be true only for male counselors)

9.

Being a “wounded healer” can _____ a.

Provide the counselor with some empathy into a client‟s suffering b.

Negatively affect a counselor‟s ability to be objective and fully present with the client c.

Increase the risk that the counselor is operating from his or her own needs, rather than the needs of the client d.

All of the above

10.

Which of the following is/are true about the developmental models as they apply to counselors-in-training? _____ a.

Beginning counseling students often want more structure and more answers than students later in their programs b.

Counseling students at the end of their graduate program often seek concrete answers and direction, hoping to get as much advice as possible before they graduate c.

Counseling students cannot be allowed to make any decisions because they do not have a counseling license d.

All of the above are true

11.

The guilty feeling that you have deceived others (faculty, peers) into thinking are you are more competent and able to perform counseling than you actually feel is called _____ a.

The Beginning Counselor Blues b.

The Uncertainty Stage of Counselor Development c.

The Imposter Phenomenon d.

The Counterfeit Counselor

12.

Carl Rogers‟ core conditions include _____ a.

Congruence b.

Unconditional positive regard c.

Empathy d.

All of the above

13.

Counselors who are “feelers” (rather than thinkers) may have a strength in their ability to be empathetic, but they may struggle with _____ a.

Understanding the clients feelings b.

Helping the client explore the emotions in sufficient depth c.

Being objective d.

Letting clients know that they care about them

14.

Adult Development Models include all of the following principles EXCEPT _____ a.

Adult learners do not want to engage in the “passive-recipient” model of education b.

Adult learners want to take more responsibility for their own learning c.

Adult learners typically have life experiences to incorporate into their learning d.

Adult learners have more respect for their elders, and therefore are more likely to see their professors and supervisors as experts who have all the answers

15.

All of the following have been identified as important personality traits for counselors to possess in order to be effective EXCEPT _____ a.

A sense of humor b.

An extraverted personality c.

A belief that people can change d.

A strong respect for the clients

16.

In Perry‟s Model of College Student Learners, which has been applied to counseling students, the overall trajectory is from _____ a.

Dualistic (black & white) to Multiplistic (lots of possible answers) to Relativistic (based on best available information) thinking b.

Novice to Apprentice to Neophyte Learners c.

Ambiguity to Uncertainty to Doubt d.

Cognitive (thinking) to Behavioral (action-based) to Affective (emotional) Ways of Knowing

17.

The term that is used to describe the counselor‟s own unresolved conflicts from the past is _____ a.

Past Painful Problems (PPPs) b.

Conflicts and Commitments c.

Unfinished Business d.

Counselor Chaos Theory

18.

The type of humor that has been found to be most effective to help counselors avoid burnout is _____ a.

Sarcastic b.

Cynical c.

Acerbic (sharp or cutting) d.

Playful

19.

Counselors who are extraverted (rather than introverted) may have a strength in their ability to make initial contact with their clients, but they may struggle with _____ a.

Using silence b.

Making the client feel comfortable and at ease c.

Thinking of something to say to the client d.

Making eye contact

20.

According to research, counseling professionals _____ a.

Peak right after graduate school, when they are most invested and excited about their careers, with a steady decline afterward b.

Seldom reach a stage where they feel authentic or genuine in their careers c.

Typically engage in a long, slow process of professional development over the course of their entire careers d.

Have difficulty recognizing their abilities and skills, even long into their professional careers

TRUE/FALSE 1.

The counseling profession attracts students with many different motivations and reasons for becoming a counselor. ____ True ____ False

2.

To be psychologically healthy, counselors must be comfortable with their own power. ____ True ____ False

3.

The typical developmental trajectory for counselors peaks during graduate school training. ____ True ____ False

4.

The strategy of mindfulness involves “calling into mind” all the potential solutions to the problem one is facing. ____ True ____ False

5.

Unconditional Positive Regard means valuing the core worth of the person, rather than judging someone by their actions and behaviors. ____ True ____ False

6.

Novices and experts differ not just in the amount of information they have about a topic, but in the way they store and retrieve that information. ____ True ____ False

ESSAY QUESTIONS 1.

How can understanding one‟s own personality type (as measured by the Myers-Briggs or other personality tests) help counseling students become more effective counselors?

2.

Compare and contrast the arguments of those who believe counseling is an art with those who believe it is a science.

3.

List and describe at least five personality traits of effective counselors

4.

What strategies can counselors use to help avoid burnout?

5.

Describe one of the developmental models discussed in the chapter and apply the model to the professional development of counselors

Chapter 5 How Do Counseling Students Get The Most From Their Graduate Programs?

Chapter Overview This chapter takes time to step aside from the information about the counseling profession to help students consider strategies to get the most from their graduate education. It may be tempting to assume that graduate students have the academic and life skills in already in place to be successful in graduate school, but for at least some students, this is not the case. Even students who are academically prepared for graduate school can benefit from taking a moment to consider strategies to become more intentional in their learning.

The chapter begins with a discussion of how graduate education differs from undergraduate work. Disembedding these differences helps make them more explicit and allows for discussion and preparation. Strategies to prepare the student, and his or her support system, for what to expect in graduate education can set an early tone for success.

Tips and ideas from current graduate students help bring these strategies to life.

The chapter then moves to a discussion to maximize success during the graduate program, from more clear-cut academic suggestions (e.g., study skills, course management strategies) to the more subtle challenges (e.g., relationships with peers, navigating departmental politics, giving and receiving feedback). There is special attention paid to the needs of online learners, with tips and suggestions from current students who are obtaining their degrees through distance education. Since many master‟s students wonder whether a doctoral degree should be in their future, two Snapshots in this chapter feature students who made different decisions about doctoral education.

Learner Objectives The learner will: 1. be able to compare and contrast the expectations of graduate vs. undergraduate education 2. list specific strategies in several different domains that can be used to enhance preparation for graduate school 3. list specific strategies to develop successful relationships with faculty, peers, and counselors in the community 4. demonstrate understanding of the importance of giving and receiving feedback, with specific strategies to make the process of feedback more useful 5. be exposed to the idea of the hidden curriculum of graduate education

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of how they can get the most from their graduate programs.

The following feature specifically includes an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Guided Imagery: Graduation Day Purpose The purpose of this imagery is to help students begin to see themselves as successful students, asking them to take time to think with intentionality about what they might need to do to get the most from their graduate program.

Interactive Activity Students are asked to read (or listen to) the guided imagery and then respond to several questions.

Suggested Activities or Classroom Discussion Questions 1.

Read the imagery aloud to the students so they can close their eyes and imagine graduation day and what it took for them to be successful in graduate school.

2.

Invite as guest speakers recent graduates or students about to graduate from your program to talk with students about strategies they used (or wish they had used) in graduate school.

Key Terms and Concepts Acting-out behaviors Antivirus software COUNSGRADS Curriculum vitae Didactic education Elevator speech Ergonomically correct study space Feedback Firewall software Graduate Associateships Hidden curriculum Intentionality Networking Office for Disability Services Passive learning Professional references Self-directed learning

ADDITIONAL SPOTLIGHT FOR SUPPLEMENTARY USE: Improving Reading Comprehension with the SQ3R Method Proficient reading is an important strategy to enhance your critical thinking and counseling skills. Proficient readers do not just read material in a cursory way or read to “get done.” In fact, you may have had the experience before of reading pages of text and then recognizing that you have no idea what you just read, either because you could not comprehend the material or because your mind was wandering. If you have ever had this experience, then you recognize the difference between “doing your reading” and “understanding what you have read.”

When encountering new material, proficient readers use specific metacognitive skills (the ability to think about their own thinking) to enhance their understanding of difficult texts. One of the oldest and most well-researched methods is the SQ3R method (Robinson, 1946), and there is a direct correlation between the application of this method and improved student grade-point averages and retention of material (Artis, 2008).

Step 1: Survey Before reading, survey the material. Take a few minutes to glance through the topic headings, skim the sections and read the final summary paragraph.

Step 2: Question Turn the major headings from the chapters into questions. Proficient readers typically ask themselves questions such as “what are the main issues? Why are these issues important? What would I need to understand them?” For example, you could look at the heading of this Spotlight and ask yourself, “How can using the SQ3R method improve my reading?” Then, as you read through this Spotlight, you would find the answer.

Step 3: Read Actively As you read the material, use whatever techniques you have available to you to actively and purposefully engage with the author‟s ideas, arguments, and examples. Make sure you comprehend material in each section before you move to the next. Make brief notes in the margin of your textbook that summarize or emphasize information. Think about how the information you are reading relates to other topics you have already covered in your classes. Notice any new vocabulary words and look them up.

Step 4: Recite the Answers to Your Questions Once you've read each section, look away and try to answer the question you developed for that section, using your own words and your own examples. If you can do this, it means that you understand the material. If you can't, glance over the section again.

Step 5: Review the Materials After reading the entire assignment, ask yourself the questions that you've identified. Review your notes. Consider how it fits with what you know from other material in the course, experience, and other classes. What is the material's significance? What questions are you left with? Reread any sections that are necessary for full comprehension. (Artis, 2008).

TEST QUESTIONS Multiple Choice Questions 1.

Graduate education differs from undergraduate study in which of the following way(s) _____ a.

Difference in intensity b.

Difference in focus c.

Difference in peers d.

All of the above

2.

Being intentional in graduate school means _____ a.

Being inflexible – knowing what you need to do b.

Being a micromanager – controlling every aspect of your education c.

Being deliberate – thinking about how you want to approach your education d.

Being a multi-tasker – intentionally taking on many different projects at the same time

3.

Preparing your attitude is an important component of preparation for graduate work because _____ a.

You must be open to new possibilities b.

You must be energetic and passionate about counseling c.

You must be comfortable with ambiguity d.

All of the above

4.

An ideal spot for study has all of the following elements EXCEPT _____ a.

Easy access to email and text messaging so you can talk with others about your progress b.

An ergonomically correct seating arrangement c.

Visual reminders of projects and deadlines d.

Room to spread out

5.

Which of the following most accurately reflects considerations about scheduling time for graduate school _____ a.

Most students keep a full-time job during graduate school, since all graduate programs are set up to accommodate adult learners b.

Making accommodations for graduate study inevitably means putting everything else in life “on hold” c.

Choosing commitments and projects wisely and scheduling time for friends and family can help maintain a balance between school and life d.

All of the above

6.

When receiving feedback from others, it is most helpful if you can _____ a.

Listen without interruptions or objections b.

Wait to write it down until later, so you can make eye contact c.

Respond to each piece of the feedback, rather than waiting for the entire message d.

Wait until other people seek you out to give you feedback, rather than seek it out

7.

Students from underrepresented groups may find that their graduate programs lack diversity among the students and faculty. Which of these strategies has been recommended to help minority students be successful in graduate school? _____ a.

Reach out to other minority students and faculty, even if you have to go outside your department to do so b.

Whenever possible, try to speak as a representative from your underrepresented group, making sure that you get the “voice” from that group heard in the class discussion c.

Remember that taking on a lot of responsibilities is important to demonstrate to others that people from your underrepresented group are capable d.

All of the above

8.

When reading a textbook for a class assignment, it is most important to _____ a.

Make copious notes of all the dates and facts, since you never know what you will be tested on b.

Use a highlighter to highlight all important sections and paragraphs in the reading c.

Just read for the main ideas of the text, since graduate textbooks are intended only as reference material d.

Know what is expected of you in each class and the type of learning the professor expects you to get from the reading

9.

Feedback given to others is most helpful when it _____ a.

Is evaluative rather than descriptive b.

Is general rather than specific c.

Is directed at a behavior the receiver can do something about d.

Is imposed rather than solicited

10.

The “3 P‟s of Receiving Feedback” include all of the following EXCEPT _____ a.

Agree in Part (find a part of the feedback that you can accept) b.

Agree to be Professional (adopt a professional demeanor when receiving feedback) c.

Agree to Probability (decide what to what degree you agree with the feedback) d.

Agree in Principle (agree to the underlying principle that you share)

11.

An elevator speech is _____ a.

A short talk about your research and practice interests, future goals (named after the kind of speech you could give someone you shared an elevator ride with) b.

A speech that tells people how your career path is rising (named after the trajectory of an elevator) c.

A speech that demonstrates that you are good in a crisis (named after a famous incident where a graduate student stuck in an elevator was able to help someone though a panic attack) d.

A speech about elevators

12.

Which of the following statements is/are true of graduate students and graduate education? _____ a.

Some of the study strategies from undergraduate education (e.g., memorizing large amounts of data) are less applicable to graduate studies b.

Graduate students who have found that academic work always came easily to them in the past may find it particularly hard to motivate themselves when faced with the challenges of graduate school c.

Even successful students can benefit from learning enhanced study skills d.

All of the above

13.

Dressing appropriately for classroom attendance _____ a.

Is unnecessary, since it is only how a counselor dresses when s/he is interacting with clients that is really important b.

Means wearing business formal attire at every class meeting c.

Conveys a level of professional commitment, understanding, and maturity d.

Is unnecessary, since the classroom is only about learning the material presented

14.

Research shows that therapists who have participated in their own counseling at some point in their careers typically have _____ a.

More “therapeutic blind spots,” since they are typically worried about bringing their own issues into the counseling session with their clients b.

A better understanding of their own interpersonal functioning c.

A decrease in their belief in their ability to do counseling, since they have a better understanding of the complexity of the process d.

All of the above

15.

Topic areas on a Curriculum Vitae (CV) typically include all of the following EXCEPT _____ a.

Education b.

Licensure or Certification c.

Hobbies & Interests d.

Publications and Presentations

16.

The “self-directed” learning that occurs during graduate school typically involves _____ a.

Following all of the details and expectations laid out by the instructor, since s/he is the expert b.

Waiting for clear guidelines on all of your projects and activities c.

Taking more responsibility for your own learning d.

Figuring things out on your own, since solitary learning is a hallmark of adult education

17.

When reading material for graduate courses, all of the following strategies have been demonstrated to be effective, EXCEPT _____ a.

Pay particular attention to the introduction and summaries, as these often contain important summaries or highlight important parts b.

Take notes on the reading, writing important points or reactions to the topic in the margins c.

Use multicolored tabs or highlighters to make important points easier to find for review d.

Wait until after class to read the material, as the instructor will point out important information that you should pay attention to in the reading

18.

The style of professional writing that is used in the field of counseling is _____ a.

APA style (American Psychological Association) b.

AMA style (American Medical Association) c.

MLA style (Modern Language Association) d.

Chicago style (Chicago Manual of Style)

19.

Students who are passive learners, sitting quietly and taking notes in class _____ a.

Can be perceived by faculty as disinterested or disengaged b.

Deprive other students of their insights and perspectives c.

Miss out on the opportunity to test out their ideas in a public forum d.

All of the above

20.

Events and opportunities that are available, but not required, for graduate students _____ a.

Are voluntary. Therefore, faculty do not have any expectation that students will attend b.

Are distracting from the real work of graduate school, which occurs in the classroom c.

Represent the hidden curriculum, and are often opportunities to enhance a student‟s professional development d.

All of the above

TRUE/FALSE 1.

Graduate school is an extension of undergraduate training. Although the work is harder, the rest of the experience remains essentially the same. ____ True ____ False

2.

Planning with intentionality the type of student you wish to be in graduate school means consciously building on your academic strengths and developing strategies to overcome your weak spots. ____ True ____ False

3.

Preparing your family and friends for what to expect can be an effective strategy to enhance your success in graduate school. ____ True ____ False

4.

The majority of college graduates are not proficient at reading graduate-level material, such as lengthy, complex, abstract texts. ____ True ____ False

5.

Selling textbooks after each class is a good way to earn some extra money, since graduate students in counseling never need to refer to their textbooks after the course is over. ____ True ____ False

6.

It is within a students‟ right to set appropriate boundaries for interactions with program faculty. ____ True ____ False

ESSAY QUESTIONS 1.

Graduate students are sometimes surprised when they realize that a graduate education is quite different from undergraduate studies. List and describe at least three of these differences.

2.

Why is it important to share information about your graduate program with family and friends? Discuss benefits of this approach for both you and for them.

3.

What are some of the strategies that graduate students can use to enhance their reading for comprehension?

4.

Name and describe at least four different criteria for giving feedback. How does following these criteria help insure that the feedback will be useful for both the receiver and the communicator of the feedback?

5.

Some graduate students decide to continue their education and receive a Ph.D. Compare and contrast the benefits and limitations of continuing directly into the Ph.D. program from the Master‟s program with returning to school to obtain a Ph.D. after years of practice in the field.

Chapter 6 How Do Counselors Use Theories?

Chapter Overview This chapter discusses the role of theories in counseling. Counseling students typically are exposed to many different theories in a separate course. This chapter is designed to help them begin to organize the available theories and consider how they are actually used in practice. Readers are exposed to the major theoretical approaches and then given an organizational outline to begin to compare and contrast the differing schools of thought. Five continua that provide a structure to discuss the underlying assumptions about human nature are introduced, and the major counseling theories are presented using these continua.

Once the reader has an understanding of the core constructs, the chapter then moves to a discussion of how counselors might select and apply a theory in practice. A Snapshot of a counselor who works from a particular theory provides a peek into the application of theory in today‟s practice environment. In addition, various features of the chapter introduce important concepts surrounding the use of theory, such as common (curative) factors, specific approaches, such as Specific Solution Focused Therapy, and Pastoral Counseling as an example of a specific type of counseling approach.)

Learner Objectives The learner will: 1. be able to compare and contrast the four major theoretical positions discussed 2. be exposed to information about several emerging theories and approaches 3. apply a theoretical model of core beliefs about personality to the four major theoretical positions discussed 4. be able to select among four theoretical positions the one(s) that most closely match their beliefs about human nature and how people change 5. compare and contrast the arguments of those who believe that counselors should be trained from one theoretical position with those who believe that counselors must learn many different theories to be effective

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of how counselors use theories in practice.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

The Five Dimensions of Personality Applied to Counseling Theories Purpose The purpose of this activity is to encourage students to think about the underlying assumptions about how people change that lead to the creation of counseling theories. Through this activity, they can begin to see which theories most closely match their own beliefs on these continua.

Interactive Activity Students are asked learn about each of the five dimensions and to make a notation on a continuum about where they think they stand. If possible, recalling an event or experience that helped shape their beliefs about the topic can help clarify their perspective.

Suggested Activities or Classroom Discussion Questions 1.

Discuss each of the five dimensions in class, giving students time to make notes about their beliefs.

2.

Have students share stories that helped shape their beliefs or ideas.

3.

Line students up in a continuum from one end to the other, giving opportunities for discussion and debate along the way.

4.

Show students video clips of counselors practicing according to the theory, and help them see how these assumptions are embedded in the choices and techniques used by the counselor.

Counseling Controversy: One theory or many?

Purpose This controversy introduces students to a discussion about the use of theory in counseling and the differing viewpoints of the necessity of working from a particular theoretical perspective. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions about whether counselors should choose a particular theory to work from, or whether an integration of many theoretical approaches is more appropriate.

Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Key Terms and Concepts Antecedents Bandura, Albert Baseline Beck, Aaron Changeability vs. Unchangeability Classical conditioning Cognitive distortions Cognitive triad Cognitive/behavioral theories Common (curative) factors Consequences Constructivist theories Contingency management

Coping questions Core conditions Defense mechanisms Eclectic/Integrative theories Ellis, Albert Exception questions Expectancy effect (placebo) Exposure Frank, Jerome Freedom vs. Determinism Freudian psychoanalysis Functional analysis Goldfried, Marvin Homeostasis vs. Heterostasis Humanistic/existential theories In vivo Interpersonal psychotherapy Irrational beliefs Lazarus, Arnold Magnification Miller, W. R. Miracle question Motivational interviewing Multicultural theories Norcross, John Pastoral counseling Personality theories Person-centered counseling Play therapy Proactivity vs. Reactivity Prochaska (James) & DiClemente (Carlo) Psychodynamic theories Rational Emotive Behavior Therapy (REBT) Rationality vs. Irrationality Respondent conditioning Rogers, Carl Scaling questions Schemas Skinner, B. F. Solution Focused Brief Therapy Systems theory “Talking cures” Target Technical eclecticism Transtheoretical Model (Stages of Change) Vicarious learning Wachtel, Paul Watson, John Wolpe, Joseph

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

Although helping others with their problems is as old as human history, the idea of having a professional sit down and talk with a client in a counseling relationship dates from _____ a.

The Middle Ages b.

The 1960s c.

The late 1800s d.

The ancient Greeks

2.

The three major theoretical positions in counseling have historically been _____ a.

Cognitive/Behavioral, Psychodynamic, Humanistic/Existential b.

Freudian, Adlerian, Rogerian c.

Medical, Psychological, Psychiatric d.

Individual, Group, Community

3.

Psychodynamic theories are based on the belief that _____ a.

Thoughts (cognitions) preceded emotions. Therefore, helping clients change their thinking will help change their feelings b.

Setting reasonable goals and helping clients attain them is the basis for therapeutic change c.

Clients must understand the conflicting forces within them and recognize the influence of their past in order to live more consciously d.

Warmth, empathy, and unconditional positive regard are the core conditions for change.

4.

Systems theory is based on the belief that _____ a.

Systems of change require raising emotional arousal to influence the other bodily systems of cognition and behavior b.

A change to one part of a family system changes the other members of the family c.

Clients must learn to fight against the oppressive government system that does not allow them freedom to express themselves d.

A systematic approach is necessary to help clients, so counselors should work with other mental health professionals to get the best care for their clients

5.

The Personality Dimension that is used to describe whether human beings are able to make their own decisions and choices in the world is _____ a.

Freedom vs. Determinism b.

Rationality vs. Irrationality c.

Proactivity vs. Reactivity d.

Homeostasis vs. Heterostasis

6.

The Personality Dimension that is used to describe whether change occurs from within the individual or from outer circumstances that control human behavior is _____ a.

Freedom vs. Determinism b.

Rationality vs. Irrationality c.

Proactivity vs. Reactivity d.

Homeostasis vs. Heterostasis

7.

The belief that people inherently wish for things to remain the same, to maintain the status quo, is _____ a.

Proactivity b.

Reactivity c.

Homeostasis d.

Heterostasis

8.

The belief that outer circumstances control people‟s behavior is _____ a.

Proactivity b.

Reactivity c.

Homeostasis d.

Heterostasis

9.

Functional analysis, a term from Behaviorism, is used to _____ a.

Understand a problem, including its antecedents and consequences b.

Introduce components of Freudian analysis into Behaviorism c.

Complete assessments and analyses of client‟s outcomes in counseling d.

All of the above

10.

The theoretical approach that is founded in the belief that clients are the experts in their own lives and counselors should help clients rewrite the narrative of their lives is _____ a.

Behavioral Theory b.

Psychodynamic Theory c.

Systems Theory d.

Constructivist Theory

11.

All of these are important principles of Cognitive Therapy EXCEPT _____ a.

How individuals interpret events affects their behaviors and feelings b.

Understanding an individual‟s early childhood experiences is important to uncovering the reasons for their current behaviors c.

Mentally healthy people have effective behavior patterns & rational beliefs d.

The major goal of treatment is to uncover dysfunctional beliefs and change them

12.

The cognitive triad is a way of describing _____ a.

Negative view of self, others, and the world b.

Negative view of counselor, client, and counseling c.

Negative view of cognitions, behaviors, and feelings d.

Negative view of homeostasis, reactivity, and determinism

13.

There is increasing attention paid to eclectic/integrative counseling because _____ a.

No single theory works for all clients and problems b.

No single theory has emerged as superior to others c.

Common factors are better predictors of outcome than any particular theory d.

All of the above

14.

Some of the modern day influences of Carl Rogers include _____ a.

Play therapy, an application of Rogerian conditions to children b.

Motivational interviewing, a person-centered approach that focuses on client ambivalence c.

The introduction of relationship-enhancing skills (empathy, congruence) as the basic skills taught in all counseling programs d.

All of the above

15.

Setting a goal for a client who is shy to spend at least 15 minutes a week talking to a new person is the type of goal that would most likely be found in _____ a.

Behavioral Theory b.

Psychodynamic Theory c.

Systems Theory d.

Constructivist Theory

16.

Two of the most famous researchers in cognitive therapy are _____ a.

Freud & Adler b.

Skinner & Bandura c.

Rogers & Moreno d.

Ellis & Beck

17.

Research on the common factors that transcend all counseling theories demonstrates _____ a.

Most of what gets people better in counseling is the specific techniques employed by the counselor b.

Counseling that follows manualized interventions has been demonstrated to be more effective than any other type of counseling c.

The best predictor of client success can be attributed to factors in the counselor-client relationship d.

All of the above

18.

In cognitive therapy, the statement “I must be loved by everyone” is an example of _____ a.

An irrational belief that can be challenged b.

An emotional response that has no place in therapy c.

An appropriate therapeutic goal d.

A method to help clients feel supported by the counselor

19.

All of the following are appropriate steps for new counselors to take to help determine their preferred theoretical stance EXCEPT _____ a.

They should read and learn about the theories, withholding judgment as they expose themselves to the ideas b.

They should select a theory that can last their entire professional careers, since most counselors do not change their theoretical approach during their careers c.

They should consider the research evidence for the theory d.

They should engage in self-examination to help understand which theory or theories match with their beliefs about human nature

20.

At present, the type of therapy that has more research being conducted about its effectiveness than any other theoretical approach (and is therefore sometimes called the “Blue Chip Growth Selection” of theories is _____ a.

Psychodynamic Theory b.

Behavioral Theory c.

Cognitive Theory d.

Constructivist Theory

TRUE/FALSE 1.

According to research, most counselors report that they are either Behaviorists or Constructivists in their approach. ____ True ____ False

2.

We now understand Rogerian Core Conditions to be necessary but not sufficient for therapeutic change. ____ True ____ False

3.

Licensure laws for mental health counselors exempt biblical counselors from meeting the licensure standards of the state. ____ True ____ False

4.

Solution Focused Brief Therapy has been criticized because the focus on the present and on changes needed to address current problems fails to help clients understand their embedded ways of thinking. ____ True ____ False

5.

The factor that accounts for the largest percentage of therapeutic change is the expectancy effect (placebo). ____ True ____ False

6.

Cognitive therapy has been demonstrated to be effective for a wide variety of client problems in many different settings. ____ True ____ False

ESSAY QUESTIONS 1.

How do foundational beliefs about personality help determine the core constructs in counseling theories? In your answer, be sure to include at least three of the continua of personality dimensions that are discussed in the chapter.

2.

How does research into the common factors in counseling support an electric/integrated approach to counseling?

3.

Select two of the following three counseling theories: Behavioral, Cognitive, and Rogerian/Person-Centered.

Compare and contrast the major beliefs about personality and how people change in the two theories you selected.

4.

Why is research into the effectiveness of Eclectic/Integrative models of counseling particularly hard to conduct?

5.

Compare and contrast the arguments of those who believe counselors should work from a specific theoretical basis with those who believe that counselors should learn many theories and combine aspects of them in their work.

Chapter 7 How Do Counselors Use Research?

Chapter Overview This chapter discusses the role that research plays in the practice of counseling. Counseling students typically struggle to see the connection between research and practice and often have difficulty envisioning themselves as researchers or scientists. This chapter is specifically designed to help them begin to make the connection between research and practice and to recognize that research need not be complex or difficult to understand.

Counselors who understand the role of research in practice adopt an investigative approach to understanding their counseling interventions, programs, and clients, and they use research to guide their clinical decision-making.

Counselors use research both to respond to external pressures (reactive approach) and to internal desires to provide the highest quality counseling to their clients (proactive approach). The chapter provides readers with specific strategies to use existing research and provides an overview of the most common types of published research methodologies. Readers also are introduced to the differences between research published in scholarly journals vs. information available through popular news outlets and/or the Internet. Snapshots of graduate counseling students who published their classroom papers and/or participated in research during their graduate programs are included to help readers begin to envision themselves as practitioner-scientists.

Learner Objectives The learner will: 1. demonstrate understanding of the role of existing research and literature in making practice decisions 2. demonstrate understanding of why counselors conduct their own research to determine practice or program effectiveness 3. be able to discuss the external and internal motivations counselors have for using research to inform practice 4. compare and contrast the different types of professional literature and research that is available for counselors to use 5. apply the criteria for determining the quality of information on a website 6. compare and contrast the arguments for and against manualized treatment

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of how counselors use research to inform their practice.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Counseling Controversy: Evidence-based practice Purpose This controversy introduces students to a discussion about the use of evidence-based practice in counseling as a mechanism to understand how research might be used in practice. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about.

Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions about whether counselors should exclusively use evidence-based practice in their work, or whether the use of these lock-step approaches limit effectiveness. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1. Encourage students to mark in their books where they stand on this continuum and their reasoning.

2. Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3. Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4. Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5. Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Spotlights & Other Features that can be Interactive: Purpose: There are two Spotlights/ in the chapter that are specifically designed to help students learn strategies to make informed decisions about the quality of information they encounter, either in the popular media, on the Internet, or in scholarly journals.

Interactive Activity Each of these features can easily be made interactive by bringing real-life examples into the classroom and having students apply the criteria and information provided in the feature to critically analyze and evaluate the information.

Suggested Activities or Classroom Discussion Questions: Academic vs. Popular Media. This distinction easily be made interactive with a classroom activity that involves bringing in examples of both academic and popular media, allowing students to make distinctions between the two types of material and the utility of each for the profession of counseling.

Using the Internet for Academic Research. This Spotlight could easily be made interactive with a classroom activity that involves calling up websites in the classroom, allowing students to make determinations about the quality of the information, based on the criteria listed.

How to Read a Research Article. This Spotlight could easily be made interactive by giving students (or groups of students) a research-based journal article in class, helping them break down and analyze the important information and concepts, based on the strategies provided in the Spotlight.

Key Terms and Concepts Abstract Academic (scholarly) journals Accountability Action research Anecdotal reports Caveat lector (let the reader beware!)

Center for School Counseling Outcome Research Community mapping Comorbidity Confidence level Context evaluation Effect size Effectiveness studies Efficacy studies Electronic databases Evidence-based practice External validity (generalizability) Input evaluation Internal validity Literature review (position paper) Manualized treatments Meta-analysis Mixed methods research Needs assessment Non-experimental research Outcome studies Peer review process Practical significance Practitioner-scientist Process evaluation Product evaluation Program evaluation Qualitative research Quantitative research Random assignment Single case study Standards of care Statistical power Statistical significance Third party payers

ADDITIONAL SPOTLIGHT FOR SUPPLEMENTAL USE SPOTLIGHT: Tips for Conducting your Own Outcome Research If you are interested in collecting data to measure the effectiveness of your counseling, we offer the following suggestions: Check with individuals at your agency or school to get permission to collect data and to find out what information others recommend you collect. This can be done through informal discussions or meetings.

Select assessments that are appropriate for your individual needs. You may need to use several short questionnaires to get the information you need. Remember to choose instruments that are brief (clients will be taking them several times during the course of counseling), that measure what it is you are trying to change, and are sensitive to change.

Pilot the instrument(s). Give the assessment(s) to several clients or colleagues to make sure that they are understandable and obtain the information you need to be useful. Often questions that make sense to test authors are interpreted differently by test takers.

Use the results to inform your counseling. Learn from your own research, and be prepared to share your results to share with clients, colleagues, and supervisors Remember that any step toward collecting data, no matter how small, will be a large step toward making you a professional counselor who uses research to inform practice.

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

The seminal research by Smith, Glass, and Miller (1980) concluded that at the end of treatment, the average client in therapy _____ a.

Was no better or worse then the average person in a control group b.

Was better off than about 80% of the untreated control group c.

Was only slightly improved than the members of the control group d.

Was likely to need more therapy before s/he felt better

2.

When counselors learn to think like researchers, they _____ a.

Adopt an investigative and inquisitive approach about their clients and the best ways to help them b.

Engage exclusively in large-scale studies to understand human nature c.

Spend all of their time in “bench” science and laboratory research d.

Try many strategies with their clients

3.

Using research to demonstrate to others that a counselor‟s programs or interventions are effective (responding to external pressures) is an example of _____ a.

A proactive approach b.

A reactive approach c.

An inappropriate use of research d.

An impossible task to accomplish

4.

Using research to make informed choices about the effectiveness of a counselor‟s own practice or program (responding to internal pressure) is an example of _____ a.

A proactive approach b.

A reactive approach c.

An inappropriate use of research d.

An impossible task to accomplish

5.

Which of the following is/are an appropriate strategy to help a counselor investigate the effectiveness of his/her own counseling? _____ a.

A school counselor tracks the number of times students in her anger management group get in fights on the playground before and after an intervention b.

A rehabilitation counselor tracks his clients self-efficacy about finding a job before and after an intervention c.

A mental health counselors tracks her clients self-reported depression level at regular intervals throughout treatment d.

All of the above

6.

The Center for School Counseling Outcome Research has identified all of the following as priorities for school counselors EXCEPT _____ a.

Identifying best practices b.

Documenting effectiveness c.

Understanding how research can be used to make changes in the field d.

Seeking out other people in the school building to do the research for the counselor

7.

The practitioner-scientist model describes counselors who _____ a.

Are scientists and researchers first and foremost b.

Are primarily consumers of research who use research to inform practice c.

Are able to complete complex statistical analyses without assistance d.

Can document and publish the results of their own research

8.

Academic articles are _____ a.

Rigorous, scholarly works that go through an extensive review process b.

Different from popular media, in that academic articles are always more up-to-date c.

Intended for a broad audience, to get the information into the hands of as many people as possible d.

All of the above

9.

An article in an academic journal that organizes, integrates, and evaluates previously published material is an example of _____ a.

A literature review (position paper) b.

Quantitative research c.

Qualitative research d.

Non-experimental quantitative research design

10.

Tracking the effectiveness of his/her own interventions can help a counselor _____ a.

Justify the need for additional funds for programming b.

Understand the types of problems or clients with which s/he is most effective c.

Determine whether s/he needs additional training or education to work with certain problems or populations d.

All of the above

11.

An article that uses a research methodology with clinical trials and random assignment is an example of a(n) _____ a.

Efficacy study b.

Effectiveness study c.

Non-experimental quantitative research design d.

Meta-analysis

12.

An article that uses a research methodology that assess treatment outcomes in real-world settings, with no random assignment and with clients with comorbid disorders is an example of a(n) _____ a.

Efficacy study b.

Effectiveness study c.

Non-experimental quantitative research design d.

Meta-analysis

13.

The ability to apply the results of a published study to other clients or situations is called _____ a.

Statistical power b.

An efficacy study c.

Internal validity (specificity) d.

External validity (generalizability)

14.

Qualitative research _____ a.

Is used for an in-depth understanding of the “why” of behaviors and people b.

Is inappropriate for the field of counseling c.

Seeks to categorize and label the experiences of participants d.

Is only useful if the results are statistically significant

15.

A needs assessment (context evaluation) is used to _____ a.

Help organizations make informed choices about the use of resources b.

Help set institutional priorities c.

Help develop appropriate action plans for implementation of counseling programs d.

All of the above

16.

Some of the strategies for determining the quality of information on websites include all of the following EXCEPT _____ a.

Determine the author‟s credentials and potential biases b.

Make sure there are lots of links to lots of other websites included c.

Understand the implications of the website‟s domain designation d.

Look at the timeliness of the information

17.

Research results that are statistically significant tell the reader _____ a.

That the intervention described in the article will be successful with the readers own clients, too b.

That the findings in the research represent a significant departure from what could be considered by chance alone c.

That the intervention described has practical significance for the field d.

All of the above

18.

Which of the following represents the best type of published research for counselors to read in order to improve their practice? _____ a.

Effectiveness studies b.

Qualitative research c.

Efficacy studies d.

All of the above can make important contributions to practice decisions

19.

One of the important “take home” messages from the examples of how counselors might engage in their own research is _____ a.

Because research is complex, it is best to leave it to academics to complete b.

Because research is complex, it is important to have very highly technical statistical skills to conduct one‟s own outcome research c.

Research into one‟s own counseling need not be complex, but requires an investigative approach to assessing the outcomes of one‟s counseling d.

Practitioner-scientists are consumers of research, so engaging in their own research is not appropriate

20.

Which of the following were identified in the reading as the most appropriate places to start a web-based search for scholarly research in counseling? _____ a.

Ask.com ® or Ask.Jeeves ® b.

MSN ® or Yahoo ® c.

GoogleScholar ® or EBSCOHost ® d.

CNN On-line ® or online newspapers

TRUE/FALSE 1.

There is more than 50 years worth of research to support the statement that, in general, counseling work. In other words, when clients go to counseling, most of them improve more than they would have if they were in a placebo or control group. ____ True ____ False

2.

Most counselors are scientists-practitioners (researchers first, practitioners second). ____ True ____ False

3.

Some counselors resist conducting research into their practice because philosophically, they do not believe the process of counseling is quantifiable. ____ True ____ False

4.

Qualitative studies use statistical procedures to determine relationships between variables. ____ True ____ False

5.

In quantitative studies, the effect size helps readers know if the study‟s results have practical (rather than just statistical) significance. ____ True ____ False

6.

Because the statistical tests and study design in many published articles are so complex, the authors recommend skipping the methodology and results sections of journal articles entirely, relying on the introduction and discussion to give the reader everything s/he needs to know. ____ True ____ False

ESSAY QUESTIONS 1.

List and describe some of the external (reactive) and internal (proactive) pressures that counselors might have to conduct their own research into their counseling effectiveness

2.

Compare and contrast the relative strengths and limitations, as well as the potential utility of the findings for counselors in practice, of efficacy, effectiveness, and qualitative research studies.

3.

Why is it important for counselors to understand not just whether the findings of a study have statistical significance, but why it has practical significance as well? Make up an example of a study that could illustrate this distinction.

4.

Compare and contrast the arguments of those who believe counselors should work from a specific theoretical basis with those who believe that counselors should learn many theories and combine aspects of them in their work.

5.

There are four major types of program evaluations: context evaluation (needs assessment), input evaluation, process evaluation, and product evaluation. Choose two of these types, describe what is meant by the term, and offer suggestions about how counselors might use this type of evaluation to inform their practice.

Chapter 8 What Happens In A Counseling Session?

Chapter Overview In this chapter, the reader is offered a glimpse into a counseling session to get a sense for what counseling actually looks like in practice. Both counselor and client perspectives and insights are offered to provide a holistic view of the counseling relationship. Readers learn what clients expect and want from a counselor and from the counseling relationship as well as what counselors believe are the major joys and dissatisfactions of being a counselor.

Readers are introduced to some of the basic helping skills, with the recognition that they will have opportunities to practice these skills in depth in other courses. Within this context, the skills are introduced to provide insights and awareness of how they fit with the bigger picture of the world of counseling. Several communication skills that will help beginning counselors become more active listeners are introduced, with strategies for incorporating these skills into everyday life. A general roadmap or overview of the counseling process helps readers understand the typical trajectory of the counseling relationship. Finally, a first-person account by a client broadens the perspective that new counselors might have on the process of counseling.

Learner Objectives The learner will: 1. demonstrate understanding of the importance of the working alliance in the counseling relationship 2. be able to name and discuss the some of the most common barriers that interfere with clients‟ ability to be fully present in the counseling session 3. describe the types of traits and behaviors that clients find most helpful in their counselors 4. list and describe the most common joys, dissatisfactions, and fears of being a counselor 5. demonstrate understanding of how counseling skills are used to enhance the counseling relationship 6. compare and contrast the arguments for directive vs. nondirective counseling 7. describe the typical trajectory of a counseling relationship

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of how a counseling session looks in practice.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Counseling Controversy: Directive vs. Nondirective Counseling Purpose This controversy introduces students to a discussion about whether or not counselors should be directive in their approach. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions about how much control counselors should take over the counseling relationship. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Skills to Work on Now/Things to Eliminate Now Purpose This section of the chapter is designed to help students transfer their learning from the classroom to their realworld experiences. Transfer of learning is essential for the development of counseling skills, and there are basic listening skills that students can integrate into all of their daily interactions.

Interactive Activity Students are introduced to 5 helping skills that they can start to use immediately as well as 3 types of interactions that they are encouraged to eliminate from their repertoire. With the introduction of each of these, students are given methods to practice (or eliminate) the type of interaction in their lives.

Suggested Activities or Classroom Discussion Questions 1.

Have students actively work to incorporate (or eliminate) these skills in their interactions with others for one week, keeping a log or journal of the results. Discuss in class (or in small groups) how small changes in communication styles can significantly alter interactions with others.

2.

Watch clips from a movie or television show, stopping periodically to discuss how the inclusion (or elimination) or these strategies could alter the discussion.

3.

Role play a situation using the students‟ typical style of interaction, and then again with the inclusion (or elimination) of these techniques

Key Terms and Concepts Asocial communication Attentive silence Closed questions Collaboration Countertransference Directive counseling Emotional intelligence Empathy Encouragers Journaling (emotional writing) Non-directive counseling Open questions Preferred view of self Reflection of feeling Reflection of meaning Reflective practitioner Roadmap of the helping process Termination Therapeutic alliance YAVIS

ADDITIONAL SPOTLIGHTS FOR SUPPLEMENTAL USE Continuum of Self-Disclosure Depth Superficial

Relationship The grocery store checkout person

Things we disclose The weather, sports

Business/Acquaintance

Co-worker

Our families, work

Trusting

Friend

Worries, concerns, plans and goals, religion & politics

Confidant

Partner

Dreams, shortcomings

Self

Unethical or wrong actions, sexual secrets, family secrets, & substance abuse

Private

What does this continuum tell us about the role of self-disclosure in counseling?

Examples of Counseling Techniques Counselors Might Use During Stage IV Interventions Problem Feelings of depression

Fear of social situations

Lack of motivation

Unsure about a course of action

Intervention and Action Technique Contradicting and disputing selfdowning thoughts. The counselor helps the client identify thoughts that are causing distress and learn to insert more realistic and constructive ones.

Exposure. The counselor helps the client develop a plan to slowly expose themselves to more and more difficult social situations until the client gains confidence.

Encouragement. The counselor focuses on client efforts, interests and pushes with enthusiasm.

Theoretical Origin (See Chapter 6) Cognitive therapy

Empathy. The counselor listens and allows the client to confront his or her ambivalent feelings.

Rogerian/Client Centered

Behavior therapy

Adlerian

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

One of the benefits that the counseling relationship has over talking with friends or family members is _____ a.

The professional training of the counselor means that s/he is more likely than non-professionals to have the right answers b.

The counseling relationship mirrors relationships in everyday life, so the interactions in counseling are the same types the client has in his/her life c.

The objectivity of the counselor means that clients are free to explore their options without pressure to follow a certain path d.

All of the above

2.

The term (coined by Goleman) for being able to recognize and accept your own feelings is _____ a.

Emotional Intelligence b.

Independent Emotive Process c.

No Sissy Stuff d.

Feminine ways of being

3.

Which of the following have been identified as reasons that people fear self-disclosure _____ a.

Fear of rejection from others b.

Fear of admitting to ourselves who we really are c.

Fear of embarrassment or shame d.

All of the above

4.

In general, research shows that counselors report that they like all of the following characteristics of their jobs EXCEPT _____ a.

Using their therapeutic expertise b.

Helping clients grow and change c.

Feeling responsible for people‟s lives d.

Learning about many different types of people

5.

Research shows that the four predominant emotions in counseling students are the same core emotions that are typically part of the change process for clients. Specifically, these four emotions are _____ a.

Happy, sad, angry, fearful b.

Frustration, dissatisfaction, uncertainty, insecurity c.

Precontemplation, action, maintenance, relapse d.

Depression, anxiety, mania, hypomania

6.

Some of the barriers for help-seeking may include _____ a.

Ethnic or cultural injunctions against discussing personal issues with strangers b.

Religious beliefs that see counseling as demonstration of a lack of faith c.

Sex or gender roles constrain help-seeking behaviors d.

All of the above

7.

The term YAVIS means _____ a.

You Always Verify Insurance Status b.

Young, Attractive, Verbal, Intelligent, Successful c.

You Act Very Informed & Skilled d.

Yearning, Angry, Vicious, Ignorant, & Sarcastic

8.

Counselor self-disclosure _____ a.

Is inappropriate, since the session is about the client b.

Is used sparingly, and only if it helps the client c.

Is an appropriate way to help clients take their mind off their own troubles d.

Is used to help counselors make connections between the clients‟ stories and their own

9.

“What grade are you in?” is an example of _____ a.

A closed question b.

An open question c.

An encourager d.

A inappropriate question

10.

In the first phase of counseling, the overarching purpose is to _____ a.

Determine appropriate interventions b.

Develop treatment protocols c.

Establish the counseling relationship d.

Determine short-term and long-term goals

11.

The consideration of whether to employ a particular technique in counseling is based on _____ a.

Whether research has demonstrated the technique to be appropriate for the client‟s problem b.

Whether the approach or intervention is acceptable to the client c.

Whether the counselor is qualified to implement the intervention d.

All of the above

12.

The authors of the text recommend working to give up all of the following patterns in daily conversations EXCEPT _____ a.

Give up being a cheerleader b.

Give up using silence c.

Give up giving advice d.

Give up one-upmanship

13.

In order to practice developing empathy, the authors of the book recommend that you _____ a.

Try to share as many experiences with your clients as possible b.

Try to understand why people make choices or believe things that are different from you c.

Try to work with clients who have similar life stories as you, at least in the beginning of your counseling career d.

Try pretending to feel what your clients are feeling – in other words, “fake it „till you make it.”

14.

“What makes you think your boss is out to get you?” is an example of _____ a.

A closed question b.

An open question c.

An encourager d.

A reflection of meaning

15.

One of the most compelling reasons not to give advice in counseling is _____ a.

If your advice is wrong, your client will be angry with you b.

If your advice is wrong, your client will stop coming to counseling c.

If you give advice, you send the message that the client is unable to come up with his/her own answers d.

If your advice is right, the problem will be solved, and the client will stop coming to counseling

16.

The use of silence by counselors during a counseling session _____ a.

Is inappropriate, because it is a type of asocial communication b.

Tells the client that the counselor is bored or disinterested c.

Is seldom used, because counselors recognize that it makes client uncomfortable d.

Can promote the client‟s introspection and places responsibility for the session content on him/her

17.

The communication skills that the authors recommend trying to incorporate into your daily life right now include all of the following EXCEPT _____ a.

Practicing confrontation b.

Checking for understanding c.

Using attentive silence d.

Remaining neutral

18.

“So, you feel angry with your partner, but you are afraid to let him know in case he leaves you. Is that correct?” is an example of _____ a.

An open question b.

An encourager c.

A summary d.

A confrontation

19.

Treatment planning _____ a.

Gives clients a clear direction for next steps, goals, and expected path for the intervention b.

Is appropriate only in clinical settings c.

Is determined by the counselor, because s/he is the expert d.

All of the above

20.

When a counselor finds out that a client has lied in therapy, the best course of action is typically to___ a.

Terminate the relationship. Counseling is based on trust. b.

Work to understand what might be the reason behind the lie. c.

Not mention it. The client probably has a good reason for lying, and to talk about it would just make the client feel bad. d.

Try to catch the client in the lie, so the client has to admit the truth.

TRUE/FALSE 1.

One of the best ways that counselors can connect with clients is to tell them a story of something similar to the client‟s story that happened in the counselor‟s own life. ____ True ____ False

2.

Using journaling to self-disclose difficult emotions has been demonstrated to be associated with positive mental health. ____ True ____ False

3.

Research shows that the most consistent predictor of client improvement is the client‟s perception of the therapeutic relationship. ____ True ____ False

4.

Countertransference is an inappropriate emotional reaction to a client that is always extremely dangerous and counterproductive in counseling. ____ True ____ False

5.

Learning to do other things (filing notes, checking the Internet for resources) while talking with people about their problems is an important skill to develop, since all counselors must multi-task during sessions. ____ True ____ False

6.

The Roadmap of Counseling is intended to provide a general guide to the counseling process, but it is only a useful model for individual counseling in community mental health settings. ____ True ____ False

ESSAY QUESTIONS 1.

Describe the five main stages of any counseling process, as described in the Roadmap of Counseling, and give an example of an appropriate goal or task to be completed at each stage.

2.

Give reasons why people may be reluctant to attend counseling for the first time. In your answer, be sure to include both externally motivated (e.g., motivated by others) and internally motivated (e.g., motivated by self) reasons for this reluctance.

3.

Why do clients keep secrets from their counselors? How does the keeping of secrets impact both the therapeutic relationship and the progression of counseling?

4.

Compare and contrast the arguments of those who believe counselors should be directive in their approach with those who believe in a non-directive approach.

5.

What are some of the considerations that counselors use when they think about making self-disclosures in their counseling? What guidelines can they use to help determine whether or not the self-disclosure is appropriate?

Chapter 9 Where Do Counselors Work?

Chapter Overview This chapter begins with a discussion of typical counseling modalities (individual, group, classroom-based, and couples/family) and then moves to an overview of different counseling specialties. Specializations are organized based on preferred intervention (e.g., play therapy, art or expressive therapy), client population or problem (e.g., addictions, career, gerontological, rehabilitation), or setting (e.g., college, community, school, college student affairs) in order to help readers begin to categorize their understanding of the profession. Readers are exposed to both the “typical” setting for counseling (e.g., an office for individual counseling), but then read stories of counseling that occurs in a variety of settings. First person accounts by counselors in practice round out this chapter by making the various types of counseling come alive for the student reader.

Learner Objectives The learner will: 1. be able to compare and contrast the different types of counseling modalities 2. recognize and describe counseling specializations, categorized by intervention, population, or setting 3. identify and describe the major types of counseling environments 4. understand environmental factors that contribute to counselor success 5. be exposed to the stories of counselors who work in different settings 6. compare and contrast the arguments on both sides of the controversy regarding counseling involuntary clients

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of where counseling might take place.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Counseling Controversy: Online counseling Purpose This controversy introduces students to a discussion about whether or not counselors should engage in online/distance counseling. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions about whether counselors should engage in online/distance counseling. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Spotlights & Snapshots of Counselors & Settings 1.

Spotlight: Marriage & Family Research Institute 2.

Spotlight: House Next Door/Kid’s House 3.

Spotlight: Aspire/Addictions 4.

Snapshot: College Counselor 5.

Snapshot: Counseling with Prisoners Purpose This chapter contains more Spotlights and Snapshots of counselors in practice or explanations of counseling settings than any other. The purpose of these 5 features is to help students begin to see the variety of settings and populations that are part of the world of counseling.

Interactive Activity Students are introduced to 5 different settings or populations and what counseling might look like for them if they pursued this specialty. With the introduction of each of these features, students are encouraged to think about how this environment or population might fit with their future goals.

Suggested Activities or Classroom Discussion Questions 1.

2.

3.

Have students work in small groups or as a classroom to develop lists of pros & cons of working in each of these environments or with the populations listed.

Bring in guest speakers who work in different counseling environments, so students can interact with counselors who work in a variety of settings.

Encourage students to discover what unique counseling environments are available locally. Using the Internet, or through pre-arranged field trips, have students explore the different options for counseling in the local community.

Key Terms and Concepts Addictions counselor Adult Congregate Living Facility (ACLF) Art (expressive) therapy Career counselor Classroom guidance College counselor College student personnel Community counselor Counseling modalities Counseling specialties Couples counseling Family counseling Gerontological counselor Group counseling Group psychotherapy Individual counseling In-home counseling Inpatient hospitalization Involuntary clients Least restrictive environment Multi-family group counseling Outpatient counseling Partial hospitalization (day treatment) Play therapy Private practice Psychoeducation Rehabilitation counselor Residential treatment School counselor

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

When deciding who should be in the room during a counseling session, the counselor typically decides _____ a.

That everyone involved in a conflict needs to be present for counseling to be effective b.

That people who are causing problems in a client‟s life need to come to counseling in order to reduce the client‟s stress c.

That the presenting problem is a major deciding factor in determining who should be present d.

That the client needs to let the counselor know who should be present in the counseling session

2.

If a client tells his counselor “My boss is mean to me,” the most productive response by the counselor would be _____ a.

Have the client tell her/his boss that the boss should come to counseling with the client to help them work it out b.

Tell the client s/he should change jobs so he can find a nicer boss c.

Help the client do a better job at work, so the boss is no longer mean d.

Help the client understand how to be proactive about her/his choices rather than reactive to the behaviors of others

3.

Involuntary clients are _____ a.

Clients who have impulse control problems that they cannot control (hence, the problems are involuntary) b.

Clients who do not wish to participate in the counseling process but are mandated to do so c.

Clients with severe mental illness who volunteer for new types of treatments or interventions d.

Clients who have involuntary (reflex) reactions, such as Tic Disorders or Tourette‟s Syndrome

4.

All of the following are types of counseling modalities discussed in the chapter EXCEPT _____ a.

Counseling clients with visual impairments b.

Group counseling c.

Family counseling d.

Individual counseling

5.

An example of a situation in which couples counseling would be most useful is when _____ a.

One member of the dyad has a phobia of heights that needs to be resolved b.

One member of the dyad is having difficulty sleeping due to stress c.

Both members of the dyad want to solve relationship problems that affect their lives d.

Both members of the dyad have stressful situations at their work sites that are difficult to manage

6.

When unrelated adults with severe mental disorders meet together to try to uncover deep personality issues that affect their functioning, this is called _____ a.

Group Psychoeducation b.

Group Psychotherapy c.

Multi-Family Group Counseling d.

Family Counseling

7.

Tuckman‟s stages of group counseling are _____ a.

Selecting appropriate clients, finding a place to meet, establishing a time and dates for meeting, completing the necessary paperwork for insurance payments and other fees b.

Forming, storming, norming, performing, adjourning c.

Opening the session, checking in with group members, providing appropriate interventions, closing the session d.

Selecting (clients), collecting (basic information about goals and interests) effecting (good results), neglecting (inappropriate behaviors), reflecting (on the good work that has been done)

8.

An example of a type of counseling specialization based on an intervention or technique is _____ a.

Play therapy b.

Gerontological counseling c.

College counseling d.

Adlerian counseling

9.

An example of a type of counseling specialization based on a client problem or population is _____ a.

Art (expressive) therapy b.

Adventure therapy c.

Career counseling d.

Adlerian counseling

10.

The counseling environment where clients receive intensive „round the clock care is _____ a.

Inpatient unit b.

Partial hospitalization unit c.

Private practice d.

Called “the least restrictive environment”

11.

The counseling environment typically used for clients who are imminently suicidal or homicidal is _____ a.

Inpatient unit b.

Partial hospitalization unit c.

Outpatient practice d.

Residential treatment facility

12.

A private practice _____ a.

Is inappropriate for counselors, since in most states counselors cannot practice independently b.

Typically takes 3-5 years to establish c.

Is where most counselors end up working d.

The best place for counselors seeking a lot of diversity in their client load

13.

Couples counseling _____ a.

Is qualitatively (not just quantitatively) different than individual counseling b.

Is most appropriate for married, heterosexual couples c.

Seldom works, since people‟s problems are so entrenched d.

Is the best type of counseling for anyone who is married

14.

Counselors who wish to work with families _____ a.

Can typically take their individual counseling skills and apply them to families b.

Are advised to be very nondirective and allow the family to work out the problems with little interference or intervention from the counselor c.

Require specialized training in family therapy, techniques, and ethics d.

All of the above

15.

Counselors who help clients with disabilities find jobs and adjust to their disability are typically operating within the counseling specialty of _____ a.

Art (expressive) therapy b.

Gerontological counseling c.

Career counseling d.

Rehabilitation counseling

16.

Career counseling _____ a.

Is a counseling specialty that has changed little since its inception b.

Is best when a counselor works to learn about careers, learn about the client, and then match the two c.

Is now seen as a developmental process that involves changes and transitions over the client‟s lifespan d.

Is a distinct specialty that tries to isolate and understand a client‟s career and vocational choices separately from other parts of the client‟s life, in order to help clients clarify their goals

17.

Nationally _____ a.

Fewer college students have significant mental health problems than in the past, since colleges are open to fewer students b.

College counselors cannot link their work with student retention in college, putting the specialty of college counseling at risk for elimination c.

College counselors spend less than 20% of their time in direct services to students, since there are so many other pressing things for them to be doing on campus d.

About 20% of college students seen in college counseling centers have significant psychological problems, a dramatic increase from previous decades

18.

Effective counseling _____ a.

Cannot be done via the telephone or Internet b.

Requires, at a minimum, a private office with a couple of chairs c.

Can be conducted in a variety of settings and environments, depending on the needs of the client or the situation d.

Cannot be done with involuntary clients

19.

When a counselor considers whether a client should be hospitalized, all of the following are used to determine when, where and if the client should be hospitalized EXCEPT _____ a.

The client‟s insurance coverage or ability to pay b.

The client‟s refusal to go to the hospital, regardless of the severity of the problem c.

The least restrictive environment necessary for the client‟s recovery or safety d.

The client‟s danger to self or others

20.

Counselors in private practice _____ a.

Must know something about business and financial decisions b.

Will have to pay at least part of their income to cover office expenses and overhead c.

Need to find ways to get appropriate referrals d.

All of the above

TRUE/FALSE 1.

One of the common pitfalls of counselors trained in individual counseling who start running groups is that they are likely to try to conduct individual counseling in a group setting, which misses the benefits that group counseling can provide. ____ True ____ False

2.

Group counseling can be effective because it provides clients with interpersonal feedback and an opportunity to try new communication skills. ____ True ____ False

3.

Multi-family group counseling is most commonly used for the treatment of suicidal individuals. ____ True ____ False

4.

Family counseling works best when there is an “identified patient” and the family recognizes that if that individual‟s problems are solved, the problems in the family will essentially go away. ____ True ____ False

5.

Just over 1% of the world‟s population has schizophrenia, a persistent and often disabling mental disorder. ____ True ____ False

6.

Because it is difficult to have privacy in the home environment, in-home counseling is only done when the entire family is directly involved in the counseling. ____ True ____ False

ESSAY QUESTIONS 1.

What are some of the factors that play into the decision of who should be in the room for a counseling session?

2.

Compare and contrast individual counseling with couples counseling. How do counselors make the determination of whether to engage in individual or couples counseling with a client who is married?

3.

List and describe at least two of each of the following: a.

A counseling specialization based on intervention or technique b.

A counseling specialization based on client problem or population c.

A counseling specialization based on setting or environment

4.

Compare and contrast the arguments of those who believe counselors should be directive in their approach with those who believe in a non-directive approach.

5.

Describe a situation or problem that might be best addressed in inpatient counseling, outpatient counseling, school counseling, and in-home counseling.

Chapter 10 How Do Counselors Promote Social Justice and Engage in Culturally Competent Counseling?

Chapter Overview This chapter helps readers understand the challenges, and opportunities, that counselors face as they live and practice in a diverse society. Readers are first asked to consider themselves as cultural beings in order to understand how their implicit assumptions and beliefs, experiences, and upbringing will affect the decisions they make as professional counselors. Next, readers are exposed to an overview of the diversity with the U.S. population, with an emphasis on why each category of diversity brings an important perspective to the counseling process. The chapter discusses the counseling profession‟s attempts to engage in Social Justice and to enhance the multicultural competence of its members through the Multicultural and Social Justice Counseling Competencies. The chapter then moves to examples of how these competencies and a positive approach to diversity are embedded into every interaction a counselor has. Finally, the use of four different Snapshots that are all first-person accounts by students in graduate programs in counseling underscores the idea of a developmental perspective to enhancing cultural competency.

Learner Objectives The learner will: 1. apply the diversity categories to him/herself to develop and enhance his/her understanding of self as a cultural being 2. be able to describe the concept of “white privilege” and apply it to the field of counseling 3. identify and describe categories of diversity in the U.S. population and demonstrate understanding of how each category of diversity can impact the counseling process 4. describe the Multicultural and Social Justice Counseling Competencies and demonstrate understanding of how they are applied to the counseling profession 5. demonstrate understanding of the connection between counseling and social justice 6. be exposed to the stories of counseling students from different cultural perspectives

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of how counselors work in a diverse society. Because of the importance of understanding diversity, the common emotional reactions to the topic, and the need for counselors to have strong self-awareness about their own multicultural competence, this chapter contains more interactive activities than any other.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Three Stories of Diversity: (1) young girls in a mall (2) African American teenagers on a street corner (3) wealthy socialites at an upscale restaurant Purpose Each of these stories is designed to tap into potential stereotypes that the reader might have. The stories are intended to open the discussion of how stereotypes and prejudice can limit our full understanding and engagement with client‟s stories.

Interactive Activity After reading each of the short scenarios, students are asked to respond to a variety of questions about their assumptions and beliefs.

Suggested Activities or Classroom Discussion Questions 1.

Because it may be difficult or challenging for students to discuss their reactions with others, or in front of the instructor, it may be useful (and less threatening) to have the initial reactions something that students record in private writing or in small groups.

2.

Have students engage in the discussion about what makes admitting our stereotypes and prejudices so difficult? Can counselors work to overcome their biases if they are not aware of them or cannot admit them? What would students need to do to work on limiting their stereotypes?

3.

Bring in speakers of different types of diversity to help students engage in the discussion without making the students of diversity feel obligated to speak for their group as a whole

You: A Culture of One Purpose Students often think that diversity applied to “others” (after all, others are the ones who are different from me!) – this is particularly true with White/Caucasian students who have often been conditioned to think of diversity in terms of persons of color. But, each of us is a cultural being, and counselors need to know who they are before they can interact with others in a genuine and meaningful way. In this activity, students begin to understand that although they may be members of particular groups, they may or may not identify with the stereotypes and descriptions typically applied to each group.

Interactive Activity Students are asked to make notes of the descriptors that others might apply to them, based on their race/gender/sexual orientation/religion/(dis)ability status, etc. There are spaces for students to categories the descriptors that they think “fit” with their perceptions of self, those that do not “fit” or “fit” only somewhat.

Suggested Activities or Classroom Discussion Questions 1.

Engage in discussion as class, or in small groups, about how people manage identity when they are part of many different groups simultaneously?

2.

Based on their experiences in this activity, what do they think happens when counselors make assumptions about their clients based on their demographic data?

3.

Have students go on the Internet to investigate the stereotypes that are associated with the different groups to which they belong. Do these stereotypes fit? Why or why not?

Spotlight: White Privilege Purpose This Spotlight introduces the idea of White Privilege, a concept first introduced by McIntosh in 2001. Students (particularly Caucasian students) typically have strong emotional reactions to this topic and need an opportunity to process what it means to be “white” in American society.

Interactive Activity At the end of the Spotlight, students are prompted to think about what privileges they have received in their lives by being members of privileged groups, what assumptions they might make about what is “normal” based on this group membership, and how they can apply their new insights and understanding to the counseling process.

Suggested Activities or Classroom Discussion Questions 1.

Engage in discussion, in small groups or as a class, about what the privileged groups to which students belong (race, gender, SES, education, physical ability, etc.). What makes it difficult for students to consider themselves as privileged?

2.

Bring in guest speakers (clients, members of the community) from disadvantaged groups to talk about how counseling can empower them or make them even more marginalized 3.

Help students develop action plans about how they can continue to work on their own cultural selfawareness throughout their graduate programs.

Counseling Controversy: Does Social Justice Advocacy Require School Counselors to Challenge Their School Administrators?

Purpose This controversy introduces students to a very active controversy within the profession. There are strong advocates who push for school counselors to challenge school policies that are seen as unsupportive of LGBTQ students, especially given the strong connection between hostile and homophobic environments and student mental health. Others argue that asking school counselors to take this social justice approach could very well threaten their jobs and livelihoods. Counseling Controversies are designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions about whether school counselors should challenge their administrators about social justice issues in the school. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Strategies to Enhance Your Own Cultural Competence Purpose In this section, readers are exposed to a variety of strategies to set them on a path toward cultural competence.

Interactive Activity Students read different strategies for cultural awareness and are encouraged to select several of them to try.

Suggested Activities or Classroom Discussion Questions 1.

Help students understand why counselors must be proactive throughout their lives in order to enhance cultural competence 2.

Help students make the link between activities that they do in their private lives to enhance cultural competence (e.g., attending a concert, speech, or religious celebration) can affect their cultural competence in counseling 3.

Provide a list of available activities or volunteer experiences in your community or on your campus that can enhance exposure to other cultures.

Counseling and Social Justice Purpose In this section, students are encouraged to see the link between counseling and social justice and to consider what they can do to improve the lives of those around them.

Interactive Activity Students were introduced to a Spotlight on the Many Faces of Diversity in Chapter 2. In this chapter, now that students are further along in their understanding of the counseling profession, it may be useful to revisit that Spotlight to consider what steps or strategies they might consider taking now.

Suggested Activities or Classroom Discussion Questions 1.

Have students work in small groups or as a classroom to come up with ways that they can become advocates for social justice 2.

Bring in counselors as guest speakers who have taken actions for social justice 3.

Bring in speakers from local counseling or mental health advocacy groups to have them discuss how a social justice perspective is a natural outgrowth of counseling

Key Terms and Concepts Acculturation Ageism Assimilation Disability Discrimination Diversity Ethnicity Ethnocentrism Gender Generational status Heterosexism Homogeneity Homophobia Internalized homophobia Maximization Minimization Multicultural and Social Justice Counseling Competencies Multiculturalism Prejudice Race Racial identity development Racially color blind Racism Religion Sexual orientation Social justice Socioeconomic Status (SES) Spirituality Stereotypes Stigma White privilege Worldview

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

In order to be effective, counselors _____ a.

Must not have any stereotypes about people b.

Must make deliberate and intentional decisions to understand and confront, and then work to eliminate the stereotypes they hold c.

Must come from environments and home situations that did not foster stereotypes when they were growing up d.

All of the above

2.

The belief that one‟s own culture is the standard by which other cultures are judged is called _____ a.

Prejudice b.

Discrimination c.

Ethnocentrism d.

Multiculturalism

3.

The suggestions in the book to improve one‟s own cultural competence include all of the following EXCEPT _____ a.

Seek exposure to other cultures through festivals and celebrations b.

Read books or scholarly articles about different cultures c.

Attend workshops or trainings that teach cultural competence d.

Watch television or Internet videos that include people from different cultures

4.

In the U.S., the term “ethnicity” is used to describe _____ a.

Two choices: White or Non-White b.

Two choices: Hispanic/Latino or Not Hispanic/Latino c.

Two choices: Born in the U.S. or Born Outside the U.S. d.

Four choices: White, Black, Asian, Other

5.

Racial identity development models _____ a.

Help people understand a general trajectory of the role of race in their lives b.

Help people select which race they prefer to identity with c.

Help people understand that their race does not define them d.

Help people categorize the different identities that define them

6.

The assumption that another person is straight, or seeing heterosexual as “the norm” is called _____ a.

Identity confusion b.

Internalized homophobia c.

Heterosexism d.

Stigma

7.

Which of the following statements is/are true about minority groups and mental health? _____ a.

There is a higher prevalence of mental disorders among African Americans than non-Hispanic White Americans b.

There is a higher prevalence of mental disorders among Hispanic Americans than among non-Hispanic White Americans c.

African Americans and Hispanic Americans are far less likely to receive outpatient mental health services than non-Hispanic White Americans d.

All of the above

8.

The Multicultural and Social Justice Counseling Competencies require counselors to actively engage in becoming culturally skilled counselors through these four major categories _____ a.

Self-understanding, Understanding of client, Understanding the counseling relationship, Engaging in appropriate counseling and advocacy interventions b.

Individual counseling, group counseling, couples counseling, family counseling c.

Racial, gender, age, and religious understanding and awareness d.

Elimination of stereotypes, prejudice, stigma, and discrimination

9.

Which of these statements is most accurate when describing the religious/spiritual life of Americans? _____ a.

More than half of all Americans say that they do not belong to any religious affiliation b.

More than half of all Americans self-identify as part of a religion other than Christianity c.

The religious/spiritual life of Americans can best be described as “diverse and extremely fluid.” d.

Most Americans say they have left the religious faith of their childhood to practice a different religion

10.

The “Fourth Force” in Counseling is _____ a.

Rogerian Counseling (Unconditional Positive Regard) b.

Technological Advances that allow counselors to reach out to others c.

Multiculturalism d.

Group Counseling

11.

Which of these statements is/are true when describing the role that Socio-economic Status plays in counseling? _____ a.

Research has found extremely strong correlations between poverty and mental illness b.

Children from poor families tend to be less aggressive than their more economically advantaged peers.

Because they are embarrassed about who they are, they tend to stay in the background. c.

The correlations between poverty and mental illness demonstrate that poverty causes mental illness d.

All of the above

12.

The Multicultural and Social Justice Counseling Competencies highlight the importance of all of the following EXCEPT _____ a.

Understanding the complexity of diversity within the counseling relationship b.

Using the counselor‟s power to change the client‟s environment c.

Recognizing the powerful influence of oppression on mental health d.

Understanding people within the context of their environments

13.

According to the American Counseling Association (ACA) statistics, _____ a.

Most ACA members are female and White/Caucasian b.

Most ACA members are male and White/Caucasian c.

There are far more Hispanic/Latino ACA members than any other racial/ethnic minority group d.

Demographic information is only available in White/Non-White categories, and records indicate that membership is about equally divided between these two groups

14.

The racial identity development models discussed in the chapter (White Racial Identity Development, Racial Minority Identity Development) have as the ultimate goal _____ a.

Enmeshment (becoming enmeshed in one‟s own culture) b.

Integration (infusion of racial identity with all aspects of self-awareness) c.

Encounter (experiencing other cultures) d.

Emersion (pride in one‟s own culture and retreat from others)

15.

When counselors learn about different cultures and apply that information to their clients, they might make all of the following errors EXCEPT _____ a.

Errors of ethnocentrism (assuming that the counselor‟s culture is the norm) b.

Errors of deduction (assuming that the attributes of the client match the overall attributes of the group) c.

Errors of homogeneity (assuming that there is no variability within a particular cultural group) d.

Errors of maximization (assuming that membership in a particular cultural group is the most important attribute of that client)

16.

In graduate programs in counseling, multicultural counseling/cultural diversity _____ a.

Is often taught as a separate course as well as infused in the curriculum b.

One of the eight core areas required by CACREP c.

Typically includes both classroom and experiential approaches d.

All of the above

17.

Stereotypes are _____ a.

Simplified and relatively fixed ways we have of making generalizations about groups of people b.

Often are used to justify prejudice or discrimination c.

Can be about both positive or negative attributions of the group d.

All of the above

18.

Which of the following is never assumed to be an appropriate goal for clients _____ a.

Cultural acculturation b.

Cultural assimilation c.

Cultural awareness d.

Cultural identity development

19.

When compared to their heterosexual peers, LGBT teens _____ a.

Are far more likely be in academically accelerated programs b.

Are far more likely to engage in sexual activity c.

Are far more likely to attempt suicide d.

All of the above

20.

Within the framework of the Multicultural and Social Justice Counseling Competencies, a counselor who seeks out specific information and facts about a client population with whom they are working would be operating to improve his/her cultural _____ a.

Knowledge b.

Awareness c.

Skills d.

Relationships

TRUE/FALSE 1.

Labeling and categorizing is always an ineffective and inappropriate strategy to help people navigate the complexities of life. ____ True ____ False

2.

Prejudice is an attitude that often contributes to discrimination, which is a behavior. ____ True ____ False

3.

If counselors know that most Hispanics/Latinos believe family is extremely important and then use that information to assume that one of their Hispanic clients would never want to move away from family, they are making an error based on deduction. ____ True ____ False

4.

Persons who self-identify as a biological sex that is different from their own are called transsexuals. ____ True ____ False

5.

Research shows that individuals with disabilities face social stigma that can be as debilitating as the disability itself. ____ True ____ False

6.

The terms that we use (person with mental illness vs. the mentally ill) do not really have much effect on people‟s tolerance toward individuals with mental illness. ____ True ____ False

ESSAY QUESTIONS 1.

Why is it important for counselors to understand themselves as cultural beings as part of their development of cultural competence?

2.

Discuss the concept of White Privilege. How can a counselor‟s status as a privileged individual in society affect the counseling relationship and process?

3.

Why is it important to be careful of the language that we use when we discuss mental illness and clients who have diagnosable disorders?

4.

Describe at least five different things you could do to enhance your cultural competence, and for each one, give specific reasons why this activity would be beneficial and how it would relate to your development as a counselor.

5.

Describe an assumption a counselor could make with a client that could be categorized as maximization and one that could be categorized as minimization. Compare and contrast the dangers of these implicit assumptions to the counseling relationship and counseling process.

Chapter 11 How Do Counselors Collect and Use Assessment Information?

Chapter Overview This chapter introduces the reader to how counselors use assessment to make decisions throughout the entire counseling process. Readers are encouraged to understand the role that assessment plays in the gathering of many different types of information that is needed to develop and implement effective counseling interventions and programs. An overview of the major types of testing domains within which counselors operate is followed by a discussion of both informal and formal assessment strategies. A case study and a first-person narrative by a counseling student in internship helps underscore how assessment can be used in practice.

Learner Objectives The learner will: 1. understand the key features of the major domains that counselors assess 2. differentiate between formal and informal (unstructured) assessment strategies 3. understand that a comprehensive assessment includes strengths and positive aspects of client functioning, not just problems and pathology 4. learn the role that assessment play in school, mental health, and marriage and family counseling; 5. be exposed to a process for assessment that can be used in multiple settings 6. compare and contrast the arguments for and against computerized test interpretation 7. be able to describe seven of the most commonly encountered ethical issues in testing

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of how counselors use assessment in practice.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Case Study: What‟s Wrong with Raymond?

Purpose The case study format is used to get students thinking about how to apply the information they are learning about assessment to the practice of counseling.

Interactive Activity After reading the case study, students are asked to respond to a series of questions that are specifically designed to help them think about what type of assessment information they might find useful for this case.

Suggested Activities or Classroom Discussion Questions 1.

Have individual students or small groups develop a list of concerns about Raymond. During processing time, seek out any answers that were identified by some students or groups but overlooked by others.

How can an understanding of the differences identified by the different groups be used to help students see how objective assessment instruments can identify presenting problems that the counselor might miss?

Later in the chapter, during the discussion of assessing Strengths and Positive Psychology, students are asked to return to the case study and now identify strengths.

Now consider: 1.

What kept students from assessing the strengths in the first set of questions? How can a reframing of what to assess by the counselor influence the counseling process, relationship, and outcomes of counseling?

Counseling Controversy: Should Counselors Support High Stakes Testing in Schools?

Purpose The role of high stakes testing in school continues to be controversial. Supporters argue that these tests help maintain consistently high standards, but many school counselors recognize the negative effect that these tests have on student mental health. This Counseling Controversy is designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions about high stakes tests in schools. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

The “Big Five” Personality Factors: Rate Yourself Purpose This activity uses active engagement to help students understand that there are many different ways that counselors can uncover information about their clients and programs.

Interactive Activity In this section and in Table 11.2, readers are exposed to the Big Five Model of personality, asked to rate themselves on the five factors, and then asked about other ways that they could assess their personalities.

Suggested Activities or Classroom Discussion Questions 1.

The first question asks students to think about other ways to measure personality traits, such as extraversion. Have the class develop a list, and then test them out. What methods did the class develop that were effective? What methods were less effective? How do they know whether or not the proposed method works?

2.

The second question asks students to consider the benefits and limitations of a very short test. Have the class discuss the pros and cons (or trade-offs) for short vs. long tests 3.

The third question seeks to uncover the importance of reliability. Can the students think of a test that they have taken where the results would change significantly over time? What is the utility of such a test?

Key Terms and Concepts Agreeableness Assessment vs. Test Big Five Theory of Personality Computer-based Test Interpretation (CBTI) Conscientiousness Diagnostic interviewing Extraversion Factor analysis Galen‟s Four Temperaments Genogram Gunas (Raja, Sattwa, Tamas) High-stakes tests Implicit theory In vivo desensitization Individualized Education Plans (IEPs) Intake session IS PATH WARM Minnesota Multiphasic Personality Inventory (MMPI) Motivation Neuropsychological Assessment Neuroticism Nonstandardized instruments Openness to Experience Phrenology Positive psychology PREPARE/ENRICH Program Reliability RIASEC Signs vs. Symptoms Somatotypes Standardized test Subjective Unit of Discomfort (SUD) Trait theories Type theories Validity Youth Risk Behavior Survey

ADDITIONAL SPOTLIGHT FOR SUPPLEMENTARY USE: Testing Abuse: A Multicultural Reminder Duke Power, an energy company segregated their workers and non-whites were only allowed to work in the Labor Department. After the Civil Rights Act, Duke Power used tests as a way of determining promotion. Griggs v. Duke Power was a 1971 Supreme Court case charging that thirteen African American employees of the power company were denied promotion on the basis of I.Q. scores that were the basis for advancement in the company. But of course, I.Q. itself is a hazy concept and many jobs do not require a specific or high intelligence. Never mind the fact that I.Q. itself is affected by one‟s culture. The Supreme Court ruled that criteria for advancement had to be reasonably related to job performance. For example, if a certain I.Q. score was required to work in a power plant, then it could be defended.

The importance of the Griggs case is not merely that a company can use tests to continue discriminatory policies and that counselors should not collude with such practices. It is also crucial that counselors remember that scores are often more highly valued by non-professional individuals such as human resource departments. Thus, testing results should not be released to those who might misunderstand them. Additionally, individuals with diverse backgrounds may score poorly on tests compared to mainstream individuals. For example, students from foreign countries are typically required to take the Graduate Record Examination and their scores are compared with native English speakers. To expect foreign students to achieve the same GRE scores on the verbal aspects of the test is not defensible because it compares their scores with those highly proficient in language. It does not really tell us if the student possesses enough language to perform academic tasks. The TOEFL (Test of English as a Foreign Language) might be a better indicator.

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

Which of the following can be important and appropriate sources of assessment information for clients? _____ a.

Reports from family members b.

Behaviors of the client during sessions c.

Results of tests given to the client d.

All of the above

2.

The assessment of what someone has learned in school is an example of _____ a.

An achievement test b.

An intelligence test c.

An aptitude test d.

A measure of counseling progress

3.

The Minnesota Multiphasic Personality Inventory (MMPI) is an example of _____ a.

An intelligence test b.

A measure of neuropsychological impairment c.

A test of psychopathology d.

A test of personality preferences

4.

When counselors conduct an assessment interview, they typically include _____ a.

Information about the history of the problem, including severity and frequency b.

Developmental history, including school problems, and important developmental milestones c.

Substance abuse history d.

All of the above

5.

Structured instruments that have been developed by rigorous criteria and yield results that can be compared to other individuals are called _____ a.

Standardized tests b.

Nonstandardized tests c.

Ideographic tests d.

Ipsitive tests

6.

The so-called “Big Three” mistakes in testing involve ignoring (or failing to accurately assess) _____ a.

Severe mental disorders, substance abuse, and violence/self-harm b.

Strengths, weaknesses, areas for growth c.

Client‟s goals, counselor‟s goals, program goals d.

Mental disorders, physical disorders, intellectual disorders

7.

In schools, counselors work with other specialists, such as teachers and school psychologists, to develop _____ for students with special needs a.

LREs (Least Restrictive Environment strategies) b.

IDEAs (Individual Documentation for Education and Access) c.

IEPs (Individualized Education Plans) d.

PACs (Personalized Access to Counseling)

8.

A “SUD” is a _____, which is used to help measure a client‟s symptomatology a.

Standardized Unerring Discrepancy score b.

Subjective Unit of Distress c.

Sad Unreconciled Defeats d.

Suffering Upset Difficulties

9.

Before couples counseling, all couples should be screened for domestic violence because _____ a.

Approximately 1/5th of all women have been assaulted to varying degrees by a partner b.

Counseling couples who are currently in a violent relationship is not considered ethical c.

It is not considered effective to counsel couples when one member is assaulting the other d.

All of the above

10.

The relationship between counselor and client during assessment is _____ a.

Not very important, since objective tests and assessments are specifically designed not to be influenced by the relationship between the examiner and examinee b.

Best if it is a formal, hierarchical relationship that underscores the expertise of the counselor c.

Is important, but not essential to the testing process d.

Is as critically important to the assessment process as it is during any point in the counseling relationship

11.

When interpreting test results, it is most important that counselors make determinations about the client _____ a.

By putting the information in context and comparing the client‟s test results to a group of people similar to the client b.

Based on the objective scoring system of the test and classify the client according to this system c.

Based on the client‟s attitude about the counseling process and make decisions that will increase the likelihood that s/he will seek counseling in the future d.

Based on the results of the test, which supersedes other information the counselor has about the client

12.

The primary purpose behind Kleinman‟s questions to help clients communicate their understanding of the problem is _____ a.

To remind counselors that they need to assess when the problem began b.

To remind counselors to assess the role that culture plays in an individual‟s understanding of the problem c.

To remind counselors that different people call problems by different names d.

To help clients see that the counselor is an expert on the client‟s problem

13.

The now discredited theory of understanding people by “reading” the bumps on their head is called _____ a.

Somatotyping b.

Phrenology c.

Intrinsic (internal) messaging d.

Eugenics

14.

Which of the following statement(s) is/are true about informing clients of the results of the tests _____ a.

Because some test results are easily misunderstood by clients, it is better if clients are not told the results of tests b.

Counselors must consider cultural factors when giving test results to clients c.

The ACA ethical code is an important resource because it gives counselors specific guidelines and steps to follow about communicating test results to clients d.

All of the above

15.

The Five Factor (or “Big Five”) Theory of Personality includes _____ a.

Conscientiousness, Extraversion, Agreeableness, Neuroticism, and Openness to Experiences b.

Extraversion, Introversion, Thinking, Feeling, and Being c.

Emotions, Behaviors, Thoughts, Attitudes, and Experiences, d.

Endomorphs, Mesomorphs, Ectomorphs, Melancholics, and Phlegmatics

16.

John Holland‟s Self-Directed Search is based on the RIASEC Model, which is _____ a.

A model used to assess the personality characteristics of court mandated clients (Rebellious, Insubordinate, Annoyed, Subversive, Exasperated, Careless) b.

A model used to assess a person‟s career interests (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) c.

A model used to assess types of intelligences (Reading/Verbal, Interpersonal, Artistic, Spatial, Emotional, Commonsense) d.

A model used to assess types of learning that students prefer (Rote Memorization, Independent, Active, Solitary, Engaged, Conventional)

17.

All of the following are key ethical principles applied to assessment EXCEPT _____ a.

Results of any specific test must be taken in context and compared with other knowledge and information about the client b.

As long as tests are used for instructional purposes and not for financial gain, it is okay to photocopy them for use c.

Not all published tests are necessarily reliable and/or valid, and counselors must understand the quality of any test before using it d.

Just because a specific test falls within a counselor‟s legal scope of practice does not mean that s/he is qualified to use it

18.

Which of the following statement is most true about testing? _____ a.

Standardized tests are better than nonstandardized assessments because they are objective b.

Nonstandardized assessments are better than standardized tests because they provide information and a depth of perspective about clients that cannot be gleaned from standardized tests c.

Both standardized and nonstandardized assessments can provide valuable and useful information about clients d.

Counselors seldom use either standardized or nonstandardized assessments, but instead prefer projective tests that help them gain insight into a client‟s inner world

19.

All of the following statements are true about the appropriate role that school counselors play in assessment EXCEPT _____ a.

School counselors should be competent to assess for suicide risk and substance abuse b.

School counselors should be aware of, and be able to recognize, signs of severe mental illness c.

School counselors should be alert to the signs of child abuse and know how to report suspected abuse d.

School counselors should administer proficiency tests, as it gives them the opportunity to see every student in the school

20.

The statement “assessment is treatment” means _____ a.

The process of assessment, if done correctly, can start the client on a path toward healing and growth b.

From an insurance perspective, assessment and treatment are both billable c.

In schools, there is no separate step in the counseling process for assessment, so assessment is considered part of treatment d.

A behavioral approach to counseling means that keeping track of a client‟s behavioral deficits and excesses will determine how treatment is done

TRUE/FALSE 1.

Counselors in all settings use assessments, primarily in the areas of achievement, career, intelligence, personality/psychopathology, and counseling outcomes. ____ True ____ False

2.

Assessment should uncover not only the client‟s problems, but the client‟s strengths as well. ____ True ____ False

3.

Because school counselors cannot reasonably conduct mental health counseling in the schools, it is inappropriate for school counselors to be trained to assess suicide risk. ____ True ____ False

4.

A counselor‟s time is best spent having someone else administer a test or conduct an interview, since the results, not the process, is the most important component for understanding. ____ True ____ False

5.

Making a diagnosis of a mental illness based solely on the results of a test is appropriate, since tests are objective measures that are not biased by the counselor‟s beliefs or culture. ____ True ____ False

6.

Asking Kleinman‟s questions about the client‟s understanding of the problem helps to make clients collaborators in their own treatment. ____ True ____ False

ESSAY QUESTIONS 1.

Name at least three different domains that clients might assess and discuss ways that assessment of this domain could be a useful tool in counseling.

2.

What are some of the major categories that counselors assess during an interview?

3.

How can an assessment of strengths, as well as problems, help counselors find the best methods of interventions for their clients?

4.

Why is personality so difficult to measure?

5.

Compare and contrast the arguments of those who believe that school counselors should support high stakes testing in schools with those who believe school counselors should not support this type of testing.

Chapter 12 How Do Counselors Make Legal & Ethical Decisions?

Chapter Overview This chapter introduces readers to the legal and ethical foundation of the counseling profession. The chapter begins with an overview of the importance of ethics to the profession, including how personal values and professional ethics work together to provide the highest standards for clients. The major components of the ethical codes are reviewed, including rules related to (a) professional responsibility; (b) competence; (c) counselor values; (d) confidentiality; (e) client welfare; and (f) professional relationships. The chapter then turns to a discussion of the major legal principles that underlie the profession of counseling, including (a) counselor competency; (b) client rights; (c) privileged communication and confidentiality; and (d) documentation. Throughout the chapter, readers are given concrete examples to both learn the legal or ethical concept being discussed and to find ways to apply the concept to their own counseling practice as well as to their graduate training. Finally, the chapter concludes with a discussion of ethical decision-making models and their application to counseling.

Learner Objectives The learner will: 1. be exposed to the major ethical codes that guide the profession of counseling 2. understand the role of ethics in decision-making in counseling 3. compare and contrast the arguments on both sides of the controversy regarding the role of personal ethics in determine which clients to see in counseling 4. be able to identify and describe the major components of the ethical codes 5. be able to identify and describe the major legal decisions and laws that apply to counselors 6. describe and apply an ethical decision-making model

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to form an understanding of how counselors can make decisions that adhere to legal and ethical standards of the profession.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

The Role of the Counselor’s Personal Values Purpose Three short scenarios are presented to get students thinking about what they will do when their values clash with the stated goals or values of their clients. The scenarios are intentionally designed to present clients whose goals do not align with many mainstream beliefs or values.

Interactive Activity After reading these short scenarios, readers are asked to think “where is the line between presenting options and imposing values?”

Suggested Activities or Classroom Discussion Questions 1.

Have individual students or small groups discuss their immediate values-laden reactions to these scenarios. How can these values influence a counselor‟s choices in counseling?

2.

What are the pros & cons of presenting options to clients?

3.

Should the counselor “lead” any of the clients in these scenarios toward a particular option? Why or why not?

4.

When is it (or is it ever) the responsibility of the counselor to help push clients toward certain options?

(If students answer “it is never a counselor‟s role, remind them of legal mandates for hospitalizing clients who plan to harm self or others, or mandated reporting of child abuse). The question becomes, where do we draw the line?

Counseling Controversy: Do Counselors Have the Right to Refuse to Work with Certain Clients?

Purpose This controversy is taken directly from the headlines and is intended to push students to think about how they will (or will not) blend their personal and professional lives as counselors. This Counseling Controversy is designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions whether counselors can refuse to work with certain clients. On one side is those who believe that the professional role takes precedence. On the other is those who believe that a counselor‟s personal beliefs take precedence. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Major Legal Issues in Counseling: Ways to Help Protect Yourself from Legal Involvement Purpose For each of the four major legal issues in counseling presented in the chapter (counselor competency; client rights/informed consent; confidentiality/privileged communication; and documentation), readers are offered suggestions for how to help protect themselves from legal involvement, beginning in graduate school. The goal is to help students begin to envision themselves as active participants in developing and maintaining an ethical and legal counseling practice, rather than just the passive recipient of information about legal issues in counseling.

Interactive Activity The suggestions in each section are intended to be a springboard for discussion and further exploration, not a summative listing of what counselors and counseling students need to do to protect themselves.

Suggested Activities or Classroom Discussion Questions 1.

Have students or small groups read through the suggestions and consider how they relate to the legal principle discussed 2.

Can students envision themselves using these practices in their counseling? Which ones seem easy?

Which are more challenging? Why? 3.

Bring in a guest speaker to discuss how counselors can stay abreast of changes to the law that relate to counseling. If your state board has an ethics investigator, see if s/he is available to come to class.

Alternatively, invite one of the university‟s lawyers into class to help students begin to see the connection between counseling and the law.

4.

Have students follow (or become active in advocating for or against) a proposed state or national law that will have an impact on the counseling profession.

5.

Use the ACA website for updates on changes (or proposed changes) to national or state laws that affect counseling.

6.

Have students attend state or national “Legislative Days” to help them make the connection between their own lives and the work of their state/national legislatures.

Key Terms and Concepts ACA Code of Ethics Americans with Disabilities Act (ADA) ASCA Code of Ethics Aspirational ethics Autonomy Beneficence Buckley Amendments Capacity Case law Civil law Client dependency Comprehension Confidentiality Counselor impairment Criminal law Danger to others Danger to self Dual relationships Duty to protect Duty to warn Family Educational Rights and Privacy Act (FERPA) Fidelity Health Insurance Portability and Accountability Act (HIPAA) IDEA (Public Law 94-142) Individualized Education Plans (IEP) Informed consent Involuntary commitment Justice Malpractice Negligence No Child Left Behind (NCLB) Nonmaleficence Practice act Privileged communication Professional disclosure statement Professional ethics Professional ethics committees Protected Health Information (PHI) Referral Scope of practice Standards of care State and federal statutes Subpoena Tarasoff v. Regents of the University of California Termination Title act Title IX “Values-free” counseling Voluntariness

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

According to both ACA and ASCA, the counselor‟s primary ethical responsibility is _____ a.

To ensure that all counselors are licensed or certified b.

To use only those tests or assessments for which they are qualified c.

To respect the dignity and welfare of clients and students d.

To stay out of trouble by precisely and concretely following all the ethical codes

2.

The purpose(s) of ethical standards in counseling is/are _____ a.

To protect clients and consumers of counseling b.

To protect members of the counseling profession c.

To limit government interference in the regulation of the profession d.

All of the above

3.

A proactive approach to attempting to behave in the highest ethical manner is called _____ a.

Personal values b.

Aspirational ethics c.

Mandated ethics d.

Autonomous ethics

4.

Which of the following statements is/are true about the role of personal values in professional ethics _____ a.

Personal values or morals supersede professional ethics b.

The most important thing a counselor can do is to be “values-free” in his/her counseling c.

Professional ethics must be upheld, regardless of the personal values and beliefs of the counselor d.

All of the above

5.

The three main limits to confidentiality for counselors include all of the following except _____ a.

Danger to self b.

Medicaid fraud c.

Danger to others d.

Child abuse

6.

Fostering client dependency on the counselor _____ a.

Is appropriate, because the client must depend on the counselor to get better b.

Is appropriate, because dependency on the counselor is better than dependency on others in the client‟s life c.

Is inappropriate, because counselors should help empower their clients to make their own choices d.

Is inappropriate, because it is not culturally appropriate for clients

7.

Dual relationships in counseling _____ a.

Are inappropriate if they exploit the client financially, sexually, or personally b.

Can affect the counselor‟s ability to be objective c.

Can result in power from the counseling relationship being transferred to the non-therapeutic relationship d.

All of the above

8.

Counselors know that sexual relationships with clients are specifically forbidden by the ethical codes of the profession. Which of the following statements is/are true about sexual relationships between therapists and clients? _____ a.

More than 90% of therapists admit to a sexual attraction to at least one of their clients b.

Most therapists report that they have received training in how to deal with their sexual attractions to clients c.

Although sexual relationships between therapists and clients are forbidden, research shows that most clients suffer no long-term consequences from such relationships d.

All of the above

9.

The law that prohibits discrimination based on disability and requires reasonable accommodations is _____ a.

The Civil Rights of 1964 b.

The Americans with Disabilities Act of 1990 c.

No Child Left Behind Act of 2002 d.

Title IX

10.

If a counselor suspects a colleague of an ethical violation, the first step is typically _____ a.

Call the state licensure board and request the license of the offending counselor be revoked b.

Call the counselor‟s clients to verify the ethical violation and see if the clients were harmed c.

Call the police and report the violation d.

Speak to the colleague directly to see if s/he is aware of the violation and willing to correct it

11.

Standards of practice for the counseling profession are enforced through all of the following EXCEPT _____ a.

ACA or ASCA Professional Ethics Committees b.

State Licensure Boards or Departments of Education c.

Chi Sigma Iota d.

Civil or criminal courts

12.

Which of the following statements is/are true_____ a.

State Licensure Boards can only reprimand those who hold licensure in the state b.

State Counseling Associations can revoke licenses of counselors who engage in ethical violations c.

Civil or Criminal Court proceedings only apply to counselors who hold licensure or certification in the state d.

All of the above

13.

In order to give informed consent, a client must have all of the following EXCEPT _____ a.

Capacity b.

Comprehension c.

Appropriate Goals d.

Voluntariness

14.

The ethical principle that states that clients have a right to make their own decisions is called _____ a.

Autonomy b.

Beneficence c.

Fidelity d.

Justice

15.

Counselors can help limit their legal involvement regarding counselor competency if they _____ a.

Use the term “therapist” instead of “counselor” b.

Call what they do “coaching” instead of “counseling” c.

Operate within their scope of practice d.

All of the above

16.

Which of the following statements is true about counselors and the Health Insurance Portability and Accountability Act (HIPAA)? _____ a.

Counselors must abide by all HIPAA regulations b.

Counselors engage in privileged communication with their clients. Therefore, HIPAA regulations do not apply c.

HIPAA applies only to counselors who work in private practice d.

HIPAA requires security of hard copies of information only. Therefore, most counselors use electronic records as a method to bypass HIPAA regulations

17.

According to FERPA (Family Educational Rights and Privacy Act), school counselors _____ a.

Must provide parents access to their child‟s records b.

Cannot provide information from a student‟s educational record to others c.

Can share student‟s information with third parties only in emergency situations d.

All of the above

18.

The ethical principle that can best be summed up as “Above all, do no harm” is called _____ a.

Autonomy b.

Nonmaleficence c.

Beneficence d.

Justice

19.

Which of the following statements is/are part of the ethical standards regarding professional responsibility? _____ a.

Counselors must always follow the rules of their school or agency b.

Counselor who supervise beginning counselors should remember that their primary responsibility is always to the counselor trainee c.

Counselors do not allow their own personal problems to interfere with their counseling d.

All of the above

20.

When it comes to the role of ethics and law, _____ a.

Ethical codes are the final authority on counselor behaviors, since they are developed by the profession, and the profession has the most insight into what is best b.

Some decisions a counselor might make are legally permissible, but ethically unsound c.

When there is disagreement between ethical and legal mandates, the counselor should follow the path that most closely aligns with his/her own values and beliefs d.

Counselors should not consult with attorneys, since doing so is an admission of guilt

TRUE/FALSE 1.

The primary purpose of professional ethics is to protect clients and consumers of counseling. ____ True ____ False

2.

Counselors should be “values-free” in their counseling, as this is what is best for their clients. ____ True ____ False

3.

A state law that determines who can use the term “counselor” or “professional counselor” in the state is an example of a title act. ____ True ____ False

4.

Counseling students have the same ethical obligations to their clients as those required of professional counselors. ____ True ____ False

5.

Malpractice is an ethical term, and the standard penalty for malpractice is removal from the counseling association. ____ True ____ False

6.

The legal principle of “duty to warn” is an outgrowth of the Buckley Amendment (also called FERPA). ____ True ____ False

ESSAY QUESTIONS 1.

Discuss the concept of “values-aware” counseling. How can this approach help counselors do what is in the best interest of their clients?

2.

Why are dual relationships an ethical concern in counseling? How can counselors make sure that such relationships do not harm their clients?

3.

Name and describe at least three different ways that legal or ethical mandates in counseling are enforced.

4.

Compare and contrast the arguments of those who believe that counselors have an ethical mandate to work with all clients with those who believe that counselors do not have to work with clients whose behaviors they do not condone.

5.

In a situation where a counselor is trying to decide the best ethical decision where no clear guidance exists from ethical codes or the law, how do each of the concepts of autonomy, nonmaleficence, beneficence, justice, and fidelity help clarify the decision?

Chapter 13 How Do Counselors Support Wellness in Themselves and in Their Clients?

Chapter Overview This chapter reminds readers that counseling is an intense profession that can be emotionally exhausting unless counselors take intentional steps to enhance their own wellness. The chapter begins with a brief history of the wellness movement in counseling and a discussion of how a wellness paradigm can be used for work with clients in a variety of settings. An emphasis on strengths-based assessment and counseling helps link the wellness paradigm to practice. The chapter then moves to a discussion of the counselor‟s own wellness, with an opportunity to develop an individualized wellness plan that the reader can use as s/he navigates the professional journey toward becoming a counselor.

Learner Objectives The learner will: 1. understand the history of wellness in the counseling profession and be able to make links between a wellness paradigm and the humanistic roots of counseling 2. be able to list and describe the major dimensions of wellness 3. describe how concepts such as holism and self-determination can be used in work with clients to encourage them to adopt a wellness perspective 4. apply the information about wellness to the development of an individualized personal wellness plan 5. explain the major components of strengths-based assessment and counseling 6. compare and contrast strengths-based vs. disorder-based counseling 7. identify major strategies that counseling students can take to adopt a wellness approach during their graduate programs

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to think about a wellness approach to counseling, not only with their clients, but in their own personal and professional journey toward becoming a counselor The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

Counseling Controversy: Strengths-Based vs. Disorder-Based Counseling Purpose This controversy introduces students to a hotly debated topic in the field of mental health. This Counseling Controversy is designed to help students recognize that this is not a static profession that they must memorize “correct” answers about. Rather, the counseling profession is full of excitement and energy and a diversity of opinions and ideas.

Interactive Activity In this controversy, students are exposed to two different opinions whether counseling is best focused on client‟s problems and disorders or on client‟s strengths and striving toward wellness. Students are asked to place an “X” on the continuum between the two sides at the place that best represents their current thinking about the controversy and to make some quick notes about their reasoning.

Suggested Activities or Classroom Discussion Questions 1.

Encourage students to mark in their books where they stand on this continuum and their reasoning.

2.

Use a debate style in class, and have students take sides of this argument. Consider bringing in outside resources or information to enhance the discussion.

3.

Designate two ends of the classroom as the two points on the continuum of this debate, and have students place themselves where they think they stand on this issue. Allow students at different points in the continuum to articulate why they chose to stand in that spot.

4.

Encourage students to take a broader view of this issue. Instead of the implied dualism of the debate (e.g., either this side or that side is “correct”), what if both sides are right? Where would the middle ground be? What if neither of these arguments is correct? The Counseling Controversy provides a “teachable moment” about the complexities of the profession and the many diverse opinions and ideas held by counseling professionals.

5.

Revisit this controversy later in the term (this underscores the importance of having students make a mark in their books at this point in the term so they remember where they started). Has anything changed now that they have more information about the profession?

Figure 13.1: Your Own Wellness Plan Purpose In this activity, students are asked to apply the information they are learning about wellness to their own lives.

There are several key reasons: (1) to help students understand and experience empathy for the difficulty clients often face in making behavioral changes; (2) help students develop intentional strategies to minimize the potential for burnout; and (3) make the material in the chapter come to life, through the application of the information to their own lives.

Interactive Activity Students are asked to fill in a chart with potential wellness goals, both noting their current successes and strengths as well as identifying realistic goals within each domain Suggested Activities or Classroom Discussion Questions 1.

Have students complete their wellness plans 2.

Consider different methods for accountability (e.g., journaling, accountability partners, weekly reports to the instructor). Which of these do they think will increase the likelihood of success? Why? 3.

Introduce students to the resources available at your university that are available to help them enhance their own personal wellness during graduate school.

Strategies for Personal Wellness during Graduate School Purpose Strategies are listed to help generate ideas that students can implement during their graduate training to limit stress and burnout and to foster wellness.

Interactive Activity The strategies offered are intended only as guidelines and starting places for exploration. What other options can students generate? How will they determine which strategies have the most potential for success in their lives?

Suggested Activities or Classroom Discussion Questions 1.

Have students individually, or in group, generate further ideas and suggestions for wellness enhancement 2.

Divide the classroom into five areas, each representing one of the domains of wellness (physical, emotional, intellectual, spiritual, relationship). In each of these areas, have resources, information, or activities for the students that relates to that aspect of wellness. During class, allow students to circulate to each of the areas to learn more about how to maintain or enhance that aspect of their wellness.

3.

Bring in guest speakers from campus or community resources that can help students with wellness. For example, bring in a counselor from the campus counseling center (to discuss seeking counseling as a student), a personal trainer from the recreation center (to discuss ways to keep up an active exercise routine during times of stress), a worker from the campus cafeteria (to discuss how to make healthy food choices in the face of unhealthy treats), and/or a minister from campus religious services (to discuss connecting to spirituality or religion) to allow student to interact with the human resources available on their campus.

Key Terms and Concepts Broaden and Build Burnout Coping Daily Temperature Reading Emotional Wellness Flow Holism Intellectual Wellness Learned optimism Loving-Kindness Meditation Mindfulness Occupational Wellness Peak health Personal Wellness Plan Physical Wellness Positive introduction Positive psychology Preventative medicine Primary prevention Self-actualization Serenity prayer Social Wellness Spiritual Wellness Strengths-based assessment Vicarious trauma Wellness

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

The term which best represents the idea that the domains of wellness interact with each other is _____ a.

Integrationist b.

Holism c.

Overlapping Domain Property d.

Tokenism

2.

Spiritual Wellness is defined as _____ a.

Regular attendance at the church of an individual's choosing b.

Mastery of a dogma and the active practicing of meditation c.

Having a meaningful and positive relationship with God or a higher power d.

Loving each other and being kind.

3.

Occupational wellness involves _____ a.

Ability to earn above the national median b.

Ability to earn above the national mean c.

Ability to earn higher than one third of the population d.

None of the above

4.

Martin Seligman‟s (2006) concept of _____ is a foundational concept of positive psychology. a.

Learned depression b.

Happiness quanta c.

Learned helplessness d.

Learned optimism

5.

The "Undoing Effect" is a technique used by strength based counselors to _____ a.

Help people with OCD interrupt or undo compulsions b.

Assist in amplification of negative emotions c.

Help negate negative emotions d.

Undo the harmful effects that previous therapy has had for the client

6.

A counselor experiences vicarious trauma by _____ a.

Living through an earthquake or other natural disaster b.

Hearing the problems and life difficulties of clients over time c.

Watching violent television and reenacting the themes with clients d.

Suddenly experiencing the client's problems

7.

The Reasons for Living Inventory is _____ a.

An assessment completed by friends and family members to help clients set appropriate wellness goals b.

An example of how even clients with severe mental illness can benefit from a strengths-based assessment c.

A strategy for reminding people why they should stick with their diet and exercise routines when they are tempted to cheat d.

A developmental approach to selecting goals for the physical component of an individualized wellness plan

8.

According to the World Health Organization‟s definition, health is _____ a.

A state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity b.

A continual striving for physical well-being c.

A state of freedom from pathogens d.

The general condition or state of the body

9.

In the chapter, one of the foundational concepts of wellness is stated as, "Wellness involves _____" a.

Access to expert care and following the advice of experts b.

The ability to advocate for oneself with expert physicians and other healthcare providers c.

Responsibility for one's own health and self-actualization d.

The ability to understand Medicare provider regulations

10.

The healthcare strategy aimed at keeping people from getting sick, rather than trying to cure them after they have a disease, is called _____ a.

Primary Care b.

Holistic Intervention c.

Primary Intervention d.

Primary Prevention

11.

In developing your own Personal Wellness Plan, the most effective strategy is to take data from a wellness assessment and then _____ a.

Analyze the data and consult with your family about things they can do to change to help you feel better b.

Analyze the data and create goals for all of the areas that have significant need c.

Analyze the data and create goals for a limited number of high priority areas for which you are motivated to make lifestyle changes d.

Analyze the data and create measurable objectives that can be read out in class

12.

Counselors are considered impaired when _____ a.

Their physical, mental, or emotional issues seem likely to harm a client or other person b.

They might harm themselves by action or inaction c.

They are not able to keep up with their paperwork d.

They use interventions that are not evidence-based

13.

A holistic approach to wellness primarily means understanding that _____ a.

Body, mind, and spirit are interrelated b.

Changes to one aspects of a person‟s life affect other parts of his/her life as well c.

It may require several different interventions to help make substantive changes in a person‟s life d.

All of the above

14.

All of the following are components of wellness that are part of a wellness approach to counseling as described in the chapter EXCEPT _____ a.

Intellectual Wellness b.

Cultural Identity c.

Social Wellness d.

Verbal Wellness

15.

Social wellness is important because _____ a.

Social interaction combats isolation and loneliness b.

Low levels of social support are correlated with many different types of mental disorders c.

Social support is an important buffer against stress d.

All of the above

16.

Which of the following statements is true about physical wellness _____ a.

People with significant physical illness or disabilities are “exempted” from this category of wellness b.

The most important aspects of physical wellness are going to the gym and going on a diet c.

Physical wellness means taking control over what ever part of your physical health you can manage d.

Physical wellness is most important for older adults, as they have lost more strength and flexibility than any other age group

17.

Counselors who wish to incorporate wellness counseling into their work recognize that all of the following factors come into play EXCEPT _____ a.

A wellness focus is more widely accepted by insurance companies and is therefore the only way that counselors in private practice can get paid b.

Counseling has both the historical background and current perspective that makes a wellness approach align with much of the mainstream thinking in the field c.

Even counselors who focus on wellness need to know how to speak the language of psychiatry and clinical psychology to communicate about clients d.

A wellness philosophy does not preclude treating mental disorders, but it suggests that utilizing existing strengths and improving overall wellness will be more effective than focusing only on the disorder

18.

Strengths-based assessment _____ a.

Uses the intake interview to assess strengths, but does not assess problems b.

Asks clients how they have handled difficult problems in their past c.

Helps clients recognize that they do not need other people to support or encourage them d.

All of the above

19.

Some of the strategies recommended to maintain your wellness as a counseling student include _____ a.

Give yourself permission to save time by skipping meals or eating fast food during particularly stressful times b.

Numb your feeling so that the stories you hear from clients do not overwhelm you c.

Seek counseling for yourself to help you reduce stress and enhance well-being d.

All of the above

20.

Emotional wellness means _____ a.

Being happy and positive about life b.

Having the ability to be aware of and appropriately express one‟s feelings c.

Recognizing that positive emotions are the best kind to have d.

Working toward eliminating all negative emotion from one‟s life

TRUE/FALSE 1.

It is possible to have spiritual wellness outside of the context of religion. ____ True ____ False

2.

Genes account for the majority of an individual‟s health and longevity. ____ True ____ False

3.

When assessing client strengths, it is useful to conduct a strength-based assessment only after all the client‟s problems and concerns have been explored. ____ True ____ False

4.

At least one of the benefits of obtaining counseling for yourself is learning how counseling feels from the perspective of the client. ____ True ____ False

5.

Students don‟t really need to worry about intellectual wellness, since the academic rigor of their program more than fulfills this areas of wellness. ____ True ____ False

6.

Emotional Wellness and Spiritual Wellness are two components of wellness. ____ True ____ False

ESSAY QUESTIONS 1.

Wellness in counseling is typically conceptualized to have at least six different domains (social, emotional, physical, intellectual, spiritual, and occupational). Why is it important to attend to a person‟s well-being in each of these domains? How can the domains contribute individually, as well as holistically, to wellness?

2.

Discuss some of the strategies for counselors to incorporate wellness into their counseling practice, highlighting different types of clients and/or problems for which a wellness approach might be useful.

3.

What are some strategies or suggestions for counselors to implement a strength-based assessment approach to counseling?

4.

Compare and contrast the arguments of those who believe that counselors should use a strength-based approach with those who believe counselors should adopt a disorder-based approach to counseling.

5.

What are some of the reasons that counselors (and counseling students) should seek their own counseling?

How can receiving counseling as a client benefit the counselor both personally and professionally?

Chapter 14 Counseling Tomorrow

Chapter Overview This chapter is intended to leave the reader with the understanding that counseling is a vibrant, ever-changing profession that will need to keep current with changes in society if it is to survive and thrive. The chapter begins with an overview of current societal trends that will likely have a significant impact on the profession, including the ever-increasing use of technology, changes to healthcare and an aging population, and an increasingly diverse society. Next, readers are introduced to 14 different qualities that will be required of the Counselor of Tomorrow.

Finally, the chapter concludes with an overview of some possible trends or features of counseling in the future, encouraging readers to develop their own ideas so that they can help shape, rather than simply react to, the counseling profession of tomorrow.

Learner Objectives The learner will: 1. understand some of the major societal trends that will likely have an impact on the counseling profession 2. be able to identify the 14 different qualities that will be required of the next generation of counselors, including assessing his or her own competence and interest in each of these areas 3. compare and contrast the arguments for and against the use of technology in the practice of counseling 4. be exposed to some “out of the box” thinking about possible trends for the future and how they might impact the profession

Special Interactive Features Embedded in this Chapter There are many special features included in this chapter that can be used to encourage learners to begin to think about the world around them and how societal trends might impact the profession.

The following features specifically include an interactive feature that can be used for classroom discussion, small group activities, or journaling.

The Experimental Prototype Counselor of Tomorrow Purpose In this section, students are exposed to 14 different counselor characteristics that will be essential for practice in the counseling environment of the future. Students are encouraged to conceptualize the profession not just as information in a book that they have learned, but as a continually changing and growing profession. To be effective in this changing world, they must actively work to stay competent and involved in all aspect of the counseling profession.

Interactive Activity Just as with all previous activities in the text, the goal of this feature is not to present a static list of traits that students either check as “have” or “don‟t have” – but to engage with students about moving toward lifelong learning in each of these important areas.

Suggested Activities or Classroom Discussion Questions 1.

Consider figure 14.1 Which of these traits are most interesting appealing? What traits will require more work? Are there any traits that are missing? Are any of the listed traits less important? Why? 2.

Have students individually or in small groups (depending on size of class) select one of the 14 traits to do more investigation and prepare a short presentation, poster, or website about the importance of the area for the counseling profession and/or strategies that students can use to enhance their preparation in that area.

3.

Bring in a guest speaker from the university‟s technology center to help students see the potential opportunities (and possible pitfalls) of technological advances and their application to counseling 4.

Bring in newspapers or use on-line media outlets to help students identify societal trends in your state or community and help students try to uncover the meaning of these trends for the field of counseling

Key Terms and Concepts 20/20 Vision for the Future of Counseling Advocacy Assessment-Driven Treatment Burnout Chi Sigma Iota Complementary and Alternative Medicines (CAMs) Cultural awareness/competence Eclectic/Integrative therapy Ecotherapy Ethical Awareness Hybrid instruction Japanese (Quiet) therapies Leadership Lifelong learning Neuroplasticity Neuroscience Overchoice Personal wellness Podcasts Process addictions Reflective Practitioner Second Life Technological competence Technology-assisted counseling Technophilia Vicarious trauma Virtual reality

TEST QUESTIONS MULTIPLE CHOICE QUESTIONS 1.

The unhealthy belief that all technology is good for you is called _____ a.

Technophilia b.

Technophobia c.

Technologism d.

Technolightful

2.

Health, Healthcare, and Aging will likely affect counselors in the future in all of the following ways EXCEPT _____ a.

Counselors will want to help clients take control of their own health issues b.

School counselors will need to help children with chronic illnesses within the school setting c.

Counselors will need to lobby state legislatures to have dispensing medication added to the scope of practice, since so many more children and adults will be on medication in the future d.

Counselors will need to learn to interact with older adults, as the population ages

3.

Erich Fromm‟s book, Fear of Freedom, addressed how people _____ a.

Struggle for democracy in socialized countries b.

Struggle with overchoice that creates anxiety c.

Struggle with imposed control by government or authority d.

Struggle with all-encompassing phobias that overtake their lives

4.

The two most important ways that counselors demonstrate the effectiveness of their counseling are _____ a.

Using published qualitative and quantitative research b.

Ask clients if they have improved and ask family members to rate the client‟s improvement c.

Use both structured and non-structured assessments d.

Using interventions that have been validated by others and conducting one‟s own research

5.

For a counselor, which of the following is/are effective methods to demonstrate leadership at work? _____ a.

Knowing and implementing best practices that have been validated through research b.

Developing and implementing programs that are intended to address major problems within the client population served by the school or agency c.

Knowing the standards of the profession and comparing it to the practices at the school or agency, and calling attention to discrepancies that might harm clients d.

All of the above

6.

Which of the following statements is/are true about evaluating research? _____ a.

It is important to know who funded the study b.

It is important to know who were the subjects c.

It is important to know how many people participated d.

All of the above

7.

Reflective practitioners _____ a.

Write detailed case notes so that their notes reflect everything that happened in the session b.

Are advocates who try to be a positive reflection of the profession to the public c.

Consciously think about and evaluates their own professional actions and strive to improve their practice based on this reflection d.

Engage in Rogerian practice that helps the client to go slowly in counseling, reflecting on his/her progress at each step of the way

8.

Ecotherapy is _____ a.

The practice of choosing a counseling intervention that is agreeable to the client b.

Incorporating nature and the outdoors as an adjunct to counseling c.

Going “paperless” in the counseling practice, to reduce greenhouse gasses d.

Helping clients make “green” choices, so they can feel better about themselves by reducing their carbon footprint

9.

The “Quiet Therapies” _____ a.

Are eastern-based practices that help clients slow down and reflect b.

Are Rogerian and Humanistic approaches where the counselor tries to remain quiet, allowing the client to process his/her experiences c.

A therapies designed to help client focus only on positive emotions d.

None of these above

10.

Process addictions _____ a.

Involve being addicted to the process of using a substance (for example, smokers talk about the addictive pull they feel toward the ritual of taking out cigarettes, lighting them, etc.) b.

Involve being addicted to illegal activities that will result in interactions with the legal process, such as criminal or civil courts c.

Involve being addicted to repetitive engagement in a particular process, such as watching Internet pornography, playing on-line games, or gambling d.

Is the term used to describe the process of healing, which can be long term for many addictions

11.

The three global societal trends identified at the beginning of this chapter that will have an effect on counseling are _____ a.

Globalization of Markets, Emergence of Third World, Population Explosion b.

Advances in Technology, Changes in Healthcare, and Increasing Diversity c.

Competition for Jobs, Frustration with Government, Divisive Political Views d.

Transfer of Wealth from West to East, Potential for Conflict Among Warring Factions Worldwide, Unrest at Home and Abroad

12.

The long-term effects of growing up with primarily “on-line” relationships and interactions _____ a.

Means that today‟s children and adolescents will grow up with a wide range of relationships to build upon b.

Means that today‟s children and adolescents will grow up without knowing how to have face-to-face meaningful relationships c.

Means that today‟s children and adolescents will rely solely on technology to help them navigate personal crises d.

Cannot be stated in certain terms, since we do not fully understand how the next generation‟s lives and relationships will be affected by their access to technology

13.

Which of the following might be an appropriate intervention for a professional counselor? _____ a.

Tell clients to stop taking medications when it is clear that they have adverse side effects b.

Tell clients to follow a specific diet that will help them lose weight c.

Help clients learn skills and assertiveness to speak with their medical doctor about their concerns with a medications side effects d.

All of the above

14.

Which of the following applications of technology can be used in counseling? _____ a.

A hand-held electronic device or smartphone app to deliver prompts and reminders to clients b.

Video playback of counseling sessions for new counselors to monitor their progress c.

Video playback of an interaction of a couple so they can see the unproductive patterns that they fall into during a fight d.

All of the above

15.

Understanding who were the participants in a research study is important for counselors because the selection of participants directly affects the study‟s _____ a.

Generalizability (the ability to generalize the results of the study to the counselor‟s clients) b.

Internal Validity (the ability to understand what change mechanism occurred during the study) c.

Reliability (the consistency of a test or measure over time) d.

Validity (whether or not the assessment that was used in the study actually measures what it says it does)

16.

According to the National Institute of Drug Abuse, _____ a.

The most commonly used substance in this country is opioids b.

The most commonly used substance in this country is marijuana c.

The most commonly used substance in this country is alcohol d.

The most commonly used substance in this country is cocaine

17.

All of the following statements are true about the rise of eclectic/integrative theories EXCEPT _____ a.

More than 75% of practicing counselors say they are eclectic or integrative in their approach b.

The popularity of cognitive approaches is at least in part because there is a lot of research to support the effectiveness of these interventions c.

Eclectic/Integrative approaches use counseling interventions that have a large body of research support for their effectiveness d.

The push toward evidence-based interventions feeds the rise of eclectic/integrative approaches since counselors are more likely to do what has proven to be effective for a particular problem, rather than use a theory-driven approach to all clients

18.

Which of the following statements is/are true about lifelong learning? _____ a.

Getting advanced training beyond the university degree is important for counselors who wish to specialize b.

Obtaining certifications is important to practice, and counselors should get as many as possible so they can demonstrate a wide range of expertise c.

Training at conferences is always very general, making it appropriate for people new to a specialization, but not for advanced professionals d.

All of the above

19.

The idea that the brain changes and adapts to its environment is called _____ a.

Brain plex b.

Neuroplasticity c.

Brain neuron regeneration d.

Cerebral edema

20.

“Emma‟s World” is a(n) _____ a.

Environment free from technology, for those who need a break from their fast-paced technologicallysaturated life b.

A story of a child growing up with primarily on-line or electronic relationships, to underscore the potential dangers of such an upbringing c.

A virtual world that can allow counselors to practice treating a wide variety of stress-based disorders d.

A story of a child growing up in an increasingly diverse world, to help counselors understand how different cultures can affect their client‟s perspectives and beliefs

TRUE/FALSE 1.

According to polls, there is a growing upsurge of Americans who consider themselves spiritual, but not religious. ____ True ____ False

2.

Hand held electronic devices can help clients monitor their progress, but they are seldom effective tools to help clients make changes in their lives. ____ True ____ False

3.

Only counselors in private practice or those who specialized in marriage and family therapy need to have specialized skills to work with couples and families. ____ True ____ False

4.

If counselors find out that their clients are engaging in CAMs (Complementary and Alternative Medicines), they should make them stop before they allow them to come into counseling. ____ True ____ False

5.

The authors of the text recommend that counseling students engage in a practicum and internship where clients are culturally similar to the counselor, since learning counseling skills is difficult enough without the added complexity of navigating cultural differences. ____ True ____ False

6.

Since counseling is primarily a face-to-face interaction between two people, basic technology skills are a benefit, but are not essential for the counselor of tomorrow. ____ True ____ False

ESSAY QUESTIONS 1.

How is the trend of increasing diversity expected to impact the field of counseling? Consider both the perspective of the counselor as well as that of the client.

2.

What are some of the strategies that counselors can use to demonstrate leadership in the workplace?

3.

What makes process addiction similar to substance abuse? What are the differences? Why is it important for counselors to understand both the similarities, and the differences, between these two types of addiction?

4.

Why have counseling theories diminished in popularity in recent years?

5.

Can you think of other major trends that are likely to have an impact on the field of counseling? Name at least three current trends other than those discussed in the book, and consider how they might impact the field.

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