Issues and Ethics in the Helping Professions, 11th Edition Test Bank

Type:

Test Bank

Resource:

Issues and Ethics in the Helping Professions

Edition:

11th Edition

Author(s):

Gerald Corey Marianne Corey Cindy Corey

Chapter 02: The Counselor as a Person and as a Professional 1. Rhonda is a counselor at a drug and alcohol treatment center. She grew up in an alcoholic home and is not fully aware of the “unfinished business” she has with her parents. She is still angry and resents her parents for having to grow up in an alcoholic family system. It is most likely that Rhonda will: a. be able to understand her addicted clients through her own childhood experiences. b. examine her unresolved conflicts as she continues to work in the treatment center. c. obstruct the progress of her clients as they attempt to move toward recovery. d. feel comfortable with her clients because she is familiar with their behavior.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.01 - Appreciate the role of counselor self-awareness in ethical practice.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Self-Awareness and the Influence of the Therapist’s Personality and Needs 2. Ronald directs his clients toward solutions instead of encouraging them to seek alternatives for themselves. He is likely to have a strong need: a. for approval and a sense of achievement and accomplishment. b. to allow the client to come up with solutions. c. for empowering his client. d. to nurture his client.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.01 - Appreciate the role of counselor self-awareness in ethical practice.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Self-Awareness and the Influence of the Therapist’s Personality and Needs 3. Counselors who have unresolved personal conflicts: Copyright Cengage Learning. Powered by Cognero.

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a. need to recognize that their problems may interfere with their effectiveness and refrain from activities that would harm a client. b. must resolve all their difficulties before counseling others. c. are quite effective because they know how difficult it is to resolve problems. d. need to repress anxiety-provoking issues in their own lives before becoming effective counselors.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.01 - Appreciate the role of counselor self-awareness in ethical practice.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Self-Awareness and the Influence of the Therapist’s Personality and Needs 4. In many theoretical traditions, and particularly in the psychodynamic tradition, __________ is deemed essential in the development of therapists. a. personal therapy b. countertransference c. projection d. dependence ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.02 - Provide a rationale for the importance of personal therapy for counselors.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Personal Therapy for Counselors 5. An event or a series of events leading to strain, which can result in physical and psychological health problems is called: a. fatigue. b. termination.

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c. stress. d. empathy.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.04 - Understand client dependence as a potential ethical problem.

NATIONAL STANDARDS: United States - CACREP .5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Client Dependence 6. Which of the following therapist behaviors might be indicative of a countertransference reaction? a. Refraining from giving advice b. Allowing the client the space to experience and release anger c. Empowering a client to make decisions d. Overprotecting or rejecting a client ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.03 - Clarify how countertransference can be an ethical concern.

NATIONAL STANDARDS: United States - CACREP .2e - Social and cultural diversity - The effects of power and privilege for counselors and clients.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Personal Therapy for Counselors 7. Joanne finds herself wanting to solve her client’s problems, which are similar to the issues her daughter is going through. Joanne gives advice and feels frustrated when her client won’t follow through on her suggestions. Her emotional reactions to her client, which involve her own projections, are based on: a. transference. b. nurturance. c. countertransference. d. caretaking.

ANSWER: c POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.03 - Clarify how countertransference can be an ethical concern.

NATIONAL STANDARDS: United States - CACREP .2e - Social and cultural diversity - The effects of power and privilege for counselors and clients.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Personal Therapy for Counselors 8. When counselors become overly concerned with meeting their own needs or pushing their own personal agendas, their behavior becomes: a. annoying to the client. b. unethical. c. illegal. d. helpful to the client.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.01 - Appreciate the role of counselor self-awareness in ethical practice.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Self-Awareness and the Influence of the Therapist’s Personality and Needs 9. Sexual or romantic feelings toward a client: a. are the result of seductive behavior on the part of the client and need to be ignored. b. indicate that the client needs to be referred to another counselor. c. are unethical, counter-therapeutic, and also illegal in many states. d. do not necessarily mean that the counselor cannot effectively work with the client.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.03 - Clarify how countertransference can be an ethical concern.

NATIONAL STANDARDS: United States - CACREP .2e - Social and cultural diversity - The effects of power and privilege for counselors and clients.

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OTHER:

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

Personal Therapy for Counselors

10. Which of the following involves being able to enter the client’s world without getting lost in that world? a. Transference b. Empathy balance c. Empathy fatigue d. Countertransference ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.05 - Describe the main sources of stress that counselors must address.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Stress in the Counseling Profession 11. Martina has been working at a crisis intervention center for three years and is starting to have nightmares about her work. Despite having a strong work ethic, she dreads her job because she feels burdened by the lack of power she has in making decisions pertaining to the treatment of her clients. Martina is experiencing: a. burnout. b. institutional countertransference. c. institutional transference. d. the precursor to mental illness.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.06 - Understand how stress can lead to therapist impairment.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to Copyright Cengage Learning. Powered by Cognero.

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clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

Counselor Burnout and Impairment

12. Empathy fatigue is common in professionals who: a. practice self-care techniques. b. work in administrative positions and do not treat individuals. c. treat clients without empathy and rarely care about client outcomes. d. treat survivors of stressful and traumatic events; treat people with mood, anxiety, and stress-related disorders; and work in vocational settings with people with mental and physical disabilities.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.05 - Describe the main sources of stress that counselors must address.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Stress in the Counseling Profession 13. Robert is currently going through a divorce and his children want to live with their mother. While working with clients, he seems to be unable to concentrate, irritable, and focusing on the negative aspects of the client’s lives. Robert seems to be suffering from: a. transference. b. burnout. c. work–life balance. d. compassion fatigue.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.06 - Understand how stress can lead to therapist impairment.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

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Counselor Burnout and Impairment

14. As therapists, we are often in the role of giver. To preserve our vitality, we need to create spaces in which the “giver” can be supported. A necessary form of ongoing self-care to help in this support is: a. personal therapy. b. decreasing number of clients. c. engaging in fieldwork and internship experiences. d. to begin practicing psychotherapy.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.02 - Provide a rationale for the importance of personal therapy for counselors.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Personal Therapy for Counselors 15. Self-care involves: a. compassion for and dedication to serving others. b. searching for positive life experiences that lead to zest, peace, excitement, and happiness. c. good public relations skills and an outgoing personality. d. high verbal reasoning abilities and a high IQ. ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.07 - Develop a personal strategy for ongoing self-care.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 36 - Responsibility to Self - Human service professionals hold a commitment to lifelong learning and continually advance their knowledge and skills to serve clients more effectively.

OTHER: Maintaining Vitality Through Self-Care 16. An ethical issue arises when: a. a new client temporarily experiences a period of dependence on the counselor.

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b. counselors encourage clients to come up with solutions to problems with minimal help from the counselor. c. a client develops an unhealthy dependence on their counselor and the counselor deals with it therapeutically, without blaming the client. d. counselors encourage and promote dependence on the part of their clients.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.04 - Understand client dependence as a potential ethical problem.

NATIONAL STANDARDS: United States - CACREP .5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Client Dependence 17. Which of the following is a way you can involve yourself in therapeutic experiences that can increase your availability to clients? a. Being overprotective with clients b. Treating clients in benign ways c. Keeping a personal journal and reading d. Limiting travel and new experiences ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.02 - Provide a rationale for the importance of personal therapy for counselors.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Personal Therapy for Counselors 18. The authors state that, in many ways, therapeutic encounters serve as mirrors in which therapists can see their own lives reflected. As a result: a. therapy can become a catalyst for change in the therapist as well as in the client. b. many therapists become narcissistic. c. therapists tend to commit ethical violations stemming from blurred boundaries. d. many therapists cannot experience change.

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ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.01 - Appreciate the role of counselor self-awareness in ethical practice.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Self-Awareness and the Influence of the Therapist’s Personality and Needs 19. Tanya seems to meet some of her personal needs through counseling her clients. This is: a. a win/win situation for Tanya and her clients since it is always a sign of being highly invested in the process when counselors meet their own personal needs through their work. b. acceptable as long as these needs do not assume priority or get in the way of her clients’ growth. c. never acceptable under any circumstances. d. illegal in 42 states.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.01 - Appreciate the role of counselor self-awareness in ethical practice.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Self-Awareness and the Influence of the Therapist’s Personality and Needs 20. It is believed that countertransference involves: a. ongoing personal therapy. b. the client’s projection of their feelings or attitudes onto the therapist. c. the therapist’s total emotional responses to a client including feelings, associations, fantasies, and fleeting images. d. a healthy relationship between client and therapist.

ANSWER: c POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.03 - Clarify how countertransference can be an ethical concern.

NATIONAL STANDARDS: United States - CACREP .2e - Social and cultural diversity - The effects of power and privilege for counselors and clients.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Personal Therapy for Counselors 21. Client dependence is less of an issue: a. with the growth of managed care, brief treatment, and restricted number of sessions. b. if the therapist is experiencing problems and is unaware of these problems. c. when the therapist is in control of the session. d. if the therapist is not practicing self-care.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.04 - Understand client dependence as a potential ethical problem.

NATIONAL STANDARDS: United States - CACREP .5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Client Dependence 22. Therapists who work with violent and suicidal clients: a. are less likely to experience burnout or impairments. b. will not feel the effects of stress if they do not experience countertransference. c. are particularly vulnerable to stress. d. are more likely to see a positive outcome in therapy.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.05 - Describe the main sources of stress that counselors must address.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in Copyright Cengage Learning. Powered by Cognero.

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practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

Stress in the Counseling Profession

23. Cathy is an eating disorders specialist who has a past history of bulimia. She now attends yoga classes weekly, maintains a healthy diet, attends church and church gatherings weekly, and practices relaxation and stress management techniques daily. Cathy has incorporated which of the following in her life? a. Therapeutic lifestyle changes b. Professional impairment c. Dysfunctional eating patterns d. A negative self-care routine ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.07 - Develop a personal strategy for ongoing self-care.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 36 - Responsibility to Self - Human service professionals hold a commitment to lifelong learning and continually advance their knowledge and skills to serve clients more effectively.

OTHER: Maintaining Vitality Through Self-Care 24. Informing students prior to entering a training program that self-exploration will be part of their training: a. more than satisfies the requirement for informed consent. b. only minimally satisfies the requirement for informed consent. c. has little to do with informed consent. d. is a scare tactic that many programs use to screen out prospective students who are not serious candidates.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.02 - Provide a rationale for the importance of personal therapy for counselors.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise Copyright Cengage Learning. Powered by Cognero.

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not able to offer such services, they identify alternative services for clients.

Personal Therapy for Counselors

25. Ongoing self-care is an essential part of a therapist’s professional competence and: a. legal requirements. b. personal wellness program. c. social justice. d. client autonomy.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.07 - Develop a personal strategy for ongoing self-care.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 36 - Responsibility to Self - Human service professionals hold a commitment to lifelong learning and continually advance their knowledge and skills to serve clients more effectively.

OTHER: Maintaining Vitality Through Self-Care 26. Some sources of counselor stress include: a. a stressful work environment. b. practicing mindfulness. c. a carefree work environment. d. attending a peer support group.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.05 - Describe the main sources of stress that counselors must address.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Stress in the Counseling Profession 27. The presence of chronic illness or severe psychological depletion that can prevent a professional from being able to deliver effective services and often results in consistently functioning below acceptable practice standards is called: Copyright Cengage Learning. Powered by Cognero.

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a. empathy fatigue. b. burnout. c. impairment. d. client dependence.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.06 - Understand how stress can lead to therapist impairment.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Counselor Burnout and Impairment 28. Ongoing problems associated with the work of helping professionals include: a. attending peer support groups. b. practicing mindfulness. c. vicarious traumatization. d. self-care.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.06 - Understand how stress can lead to therapist impairment.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: Counselor Burnout and Impairment 29. An ethical obligation that provides a major link between ethics and self-care is: a. competence. b. countertransference. c. the therapeutic relationship. d. personal therapy.

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ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.07 - Develop a personal strategy for ongoing self-care.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 36 - Responsibility to Self - Human service professionals hold a commitment to lifelong learning and continually advance their knowledge and skills to serve clients more effectively.

OTHER: Maintaining Vitality Through Self-Care 30. Self-compassion involves: a. searching for positive life experiences. b. a basic component of many counseling programs, providing students with the opportunity to share their values. c. developing attitudes of caring, being nonjudgmental, being accepting, and being kind to ourselves. d. rejecting clients.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 02.07 - Develop a personal strategy for ongoing self-care.

NATIONAL STANDARDS: United States - CACREP 1l - Professional Counseling Orientation and Ethical Practice - Selfcare strategies appropriate to the counselor role.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 36 - Responsibility to Self - Human service professionals hold a commitment to lifelong learning and continually advance their knowledge and skills to serve clients more effectively.

OTHER: Maintaining Vitality Through Self-Care

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Chapter 03: Values and the Helping Relationship 1. With respect to values in the counseling process, the authors contend that: a. it is important that counselors clarify their values and the ways in which they enter the therapeutic process. b. counselors can avoid communicating values to their clients by not explicitly sharing them. c. it is best to keep values hidden so they won’t contaminate their client’s choices. d. their job is to help clients conform to socially acceptable standards.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.01 - Clarify how therapist values operate in the counseling process.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Clarifying Your Values and Their Role in Your Work 2. Mary is seeking abortion counseling from a practitioner who has been actively involved in the pro-life movement. The therapist has extreme discomfort with Mary’s values and doesn’t think he could maintain objectivity. It would be best if he: a. doesn’t share his values with Mary and work within the value system of his client. b. help Mary understand his values so she can make a different decision concerning her pregnancy. c. not refer Mary, but work within the client’s values rather than his own. If he cannot obtain objectivity, he will need supervision to work through his issues. Referring Mary to another therapist for this reason could be determined abandonment. d. set firm boundaries with Mary on what she can discuss regarding her pregnancy.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.08 - Reflect on values pertaining to abortion.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Values Conflicts Regarding Sexual Attitudes and Behavior 3. A client-defined sense of spirituality: a. is not very important in therapy. b. can be a significant avenue for connecting with the client and can be an ally in the therapeutic change process.

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c. can create difficulty in the client’s therapeutic process. d. is more important if the therapist shares a similar definition.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.10 - Understand the role of spiritual/religious values in counseling.

NATIONAL STANDARDS: United States - CACREP 2g - Social and Cultural Diversity - The impact of spiritual beliefs on clients’ and counselors’ worldviews.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Role of Spiritual and Religious Values in Counseling 4. Which of the following statements on spirituality and religion is true today? a. They are both ethically appropriate topics to discuss, can play a major part in the client’s life, and can be a significant source of strength. b. The role of spirituality in counseling is not considered an appropriate topic for discussion. c. The spiritual and religious matters are not therapeutically relevant. d. The therapist does not need to be sincerely interested in the client’s spiritual beliefs to utilize them in the therapeutic process.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.10 - Understand the role of spiritual/religious values in counseling.

NATIONAL STANDARDS: United States - CACREP 2g - Social and Cultural Diversity - The impact of spiritual beliefs on clients’ and counselors’ worldviews.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Role of Spirituality and Religious Values in Counseling 5. Ruth is counseling a woman who describes an extremely unhappy marriage. Ruth suggests she consider leaving her husband; however, the client has a deep spiritual conviction that marriage is for life and is not willing to consider divorce as an option. Ruth attempts to change her client’s viewpoint. In this case, Ruth is: a. teaching her client to look at the negative consequences of her decision. b. exploring the client’s spiritual reasons for staying in the marriage. c. imposing her values on the client instead of exploring the client’s reasons for staying in the marriage. d. helping her client to explore healthy options.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.02 - Better understand the ethical issues involved in imposing therapist values.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Ethics of Imposing Your Values on Clients 6. Thomas has AIDS and has decided to end his life rather than continue suffering. The counselor he is working with does not condone rational suicide. In this case, the counselor needs to: a. work with Thomas rather than referring him, and seek supervision and education to become more capable of working with Thomas. b. learn as much as possible about the course of Thomas’s illness. c. explore the impact of Thomas’s religious beliefs on making his decision to end his life. d. help Thomas seek medical treatment that will help him cope with his pain.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.03 - Identify appropriate reasons for a referral of a client to another professional.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Ethics of Imposing Your Values on Clients 7. Referring a client for differing religious beliefs, sexual orientation, or cultural background is called a(n): a. appropriate referral. b. value imposition. c. discriminatory referral. d. value conflict.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: 03.04 - The Ethics of Imposing Your Values on Clients.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Ethics of Imposing Your Values on Clients 8. The Death With Dignity Act is a law in which state? a. New York b. Texas c. Oregon d. California ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.11 - Explore values pertaining to end-of-life decisions.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Value Conflicts Regarding End-of-Life Decisions 9. Which of the following provide(s) an opportunity for counselors to examine their beliefs and values and to explore their motivations for wanting to share or impose these beliefs on clients? a. Personal therapy sessions b. Cultural discrimination c. Ethical bracketing d. Value imposition ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.01 - Clarify how therapist values operate in the counseling process.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in Copyright Cengage Learning. Powered by Cognero.

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practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

Clarifying Your Values and Their Role in Your Work

10. Which of the following statements is most accurate? a. Spirituality and religion tend to fluctuate in importance to Americans. b. Freud believed that religious faith was important in the lives of his patients, which stemmed from his own strong religious beliefs. c. Counselors must understand their own spiritual/religious beliefs (or lack thereof) if they hope to gain an indepth appreciation of the beliefs of their clients. d. When clients are searching for meaning in life, it is appropriate for therapists to urge them to seek religion as an answer.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.10 - Understand the role of spiritual/religious values in counseling.

NATIONAL STANDARDS: United States - CACREP 2g - Social and Cultural Diversity - The impact of spiritual beliefs on clients’ and counselors’ worldviews.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Role of Spiritual and Religious Values in Counseling 11. According to researchers, a counselor’s personal religious values: a. do not affect the therapeutic relationship. b. only affect the therapeutic relationship when discussing spiritual issues. c. should be ignored at all times. d. may affect their therapeutic work, directly or indirectly, with clients facing end-of-life issues.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.11 - Explore values pertaining to end-of-life decisions.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Value Conflicts Regarding End-of-Life Decisions 12. The U.S. District Court, in Julea Ward v. Eastern Michigan University, ruled that: Copyright Cengage Learning. Powered by Cognero.

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a. the university was justified in dismissing the student for violating provisions of the code of ethics that prohibit discrimination based on race, religion, national origin, age, sexual orientation, gender, gender identity, disability, marital status/partnership, language preference, or socioeconomic status. b. the university was justified to enforce standards expected of students in a counseling program, even when a student objects on religious grounds. c. the university was not justified in dismissing the student for violating provisions of the code of ethics that prohibit discrimination based on race, religion, national origin, age, sexual orientation, gender, gender identity, disability, marital status/partnership, language preference, or socioeconomic status. d. the university was not justified to enforce standards expected of students in a counseling program, even when a student objects on religious grounds.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.05 - Understand the implications of recent court cases addressing discriminatory referrals.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Legal Framework Regarding Values Discrimination 13. Which of the following is true about referrals? a. Referrals are not common practice among mental health services providers. b. The overuse of client referral among mental health providers often involves nondiscriminatory practices. c. Referring clients has been discussed frequently in professional journals. d. Insufficient training is sometimes used as an excuse to disguise the real reason for making a referral.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.04 - The Ethics of Imposing Your Values on Clients.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

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The Ethics of Imposing Your Values on Clients

14. It is important for the counselor to refrain from self-disclosing: a. never. b. when the self-disclosure will make it more difficult to establish a trusting relationship. c. when the self-disclosure may help the client therapeutically. d. always.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.09 - Critically consider value conflicts that prevent therapeutic success.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Role of Spiritual and Religious Values in Counseling 15. In Jennifer Keeton v. Augusta State University, the federal appeals court: a. upheld the decision that the university was justified in dismissing Ward for violating provisions of the code of ethics that prohibit discrimination based on race, religion, national origin, age, sexual orientation, gender, gender identity, disability, marital status/partnership, language preference, or socioeconomic status. b. upheld the right of the university to enforce standards expected of students in a counseling program, even when a student objects on religious grounds. c. upheld the decision that the university was not justified in dismissing Ward for violating provisions of the code of ethics. d. upheld the decision that the university did not have the right to enforce standards expected of students in a counseling program, even when a student objects on religious grounds.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.05 - Understand the implications of recent court cases addressing discriminatory referrals.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Legal Framework Regarding Values Discrimination Copyright Cengage Learning. Powered by Cognero.

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16. Ignoring talk of sexuality with clients: a. may be better than talking about it. b. is important in therapy. c. can lead to unintended harm and negative outcomes. d. never creates stress or unethical situations in the therapeutic relationship.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.07 - Assess value conflicts regarding sexual attitudes and behavior.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Value Conflicts Regarding Sexual Attitudes and Behavior 17. Marty believes that premarital sex is morally wrong. He has an agenda to convince his single clients to avoid having sexual intercourse before they are married. This is referred to as: a. value imposition. b. good sense. c. value exploration. d. duty to protect.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.02 - Better understand the ethical issues involved in imposing therapist values.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Ethics of Imposing Your Values on Clients 18. It is unethical to refer clients: a. when the client’s issue is out of the counselor’s scope of work. b. only when the client requests a referral. c. when the client no longer advances in treatment over a long period of time. d. based solely on a difference of values between the counselor and the client.

ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.06 - Recognize when supervision may be needed to address value concerns.

NATIONAL STANDARDS: United States - CACREP 1m - Professional Counseling Orientation and Ethical Practice The role of counseling supervision in the profession.

United States - EPAS Competency 1e - Demonstrate Ethical and Professional Behavior - Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 28 - Human service professionals seek appropriate consultation and supervision to assist in decision making when there are legal, ethical, or other dilemmas.

OTHER: The Legal Framework Regarding Values Discrimination 19. Kelly, a Christian, is the counselor at a public high school. One day, she was walking through the nurse’s office and noticed some pamphlets that discussed safe sex and informed on how to use a condom. Appalled by the material, Kelly threw the pamphlets in the trash and replaced them with pamphlets promoting abstinence. Comparing Kelly’s situation to the Grossman v. South Shore Public School District court case, what was the decision of the Seventh Circuit Court of Appeals on the therapist’s behavior? a. Kelly acted appropriately, and she should not be reprimanded in any way. b. There is no case of unethical behavior. c. Religious beliefs do not trump the policies and requirements of the employing school district. Kelly acted unethically in disregarding the curriculum of the school and advocating her own personal beliefs about abstinence. d. It is illegal for public schools to supply information regarding safe sex, and the school will be held accountable for their actions.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.02 - Better understand the ethical issues involved in imposing therapist values.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Ethics of Imposing Your Values on Clients 20. Which of the following is the appropriate and ethical course of action to take when a client’s needs are outside the scope of your competence? a. Referral b. Privileged communication c. Consultation with an attorney d. Termination of services ANSWER: a POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.03 - Identify appropriate reasons for a referral of a client to another professional.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Ethics of Imposing Your Values on Clients 21. The ability of counselors to manage their personal values so they do not contaminate the counseling process is referred to as: a. value conflicts. b. value exploration. c. discrimination. d. ethical bracketing.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.01 - Clarify how therapist values operate in the counseling process.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Clarifying Your Values and Their Role in Your Work 22. From a legal perspective, mental health professionals are expected to exercise “reasonable care” in working with clients who are considering abortion. If they fail to do so, clients can take legal action against them for: a. negligence. b. breach of confidentiality. c. being unreasonable. d. insufficient knowledge.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: 03.08 - Reflect on values pertaining to abortion.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Values Conflicts Regarding Sexual Attitudes and Behavior 23. Disagreeing with a client or not liking what a client is proposing can create a: a. value imposition. b. value exploration. c. value conflict. d. personal value.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.03 - Identify appropriate reasons for a referral of a client to another professional.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Ethics of Imposing Your Values on Clients 24. Which of the following is a physician-assisted suicide law modeled on the Oregon law that went into effect on June 9, 2016? a. End-of-Life Dignity Option Act b. Rational Suicide Act c. Death With Dignity Act d. California End-of-Life Option Act ANSWER: d POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.11 - Explore values pertaining to end-of-life decisions.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in Copyright Cengage Learning. Powered by Cognero.

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working with diverse clients and constituencies.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

Value Conflicts Regarding End-of-Life Decisions

25. In dealing with clients who hold different values, you are advised to: a. learn how to manage your values and how to avoid using your professional role to influence the clients through supervision. b. persuade them to adopt your values. c. persuade them to adopt the values of the counseling profession, which are based on the Judeo-Christian tradition. d. forget about your own values temporarily.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.06 - Recognize when supervision may be needed to address value concerns.

NATIONAL STANDARDS: United States - CACREP 1m - Professional Counseling Orientation and Ethical Practice The role of counseling supervision in the profession.

United States - EPAS Competency 1e - Demonstrate Ethical and Professional Behavior - Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 28 - Human service professionals seek appropriate consultation and supervision to assist in decision making when there are legal, ethical, or other dilemmas.

OTHER: The Legal Framework Regarding Values Discrimination 26. If a therapist is secure in their own values, then: a. they should use them to steer the client toward any direction they want to in therapy. b. they will not be threatened by really listening to, and deeply understanding, people who think differently or do not share the same world view. c. they should refer the client to another therapist. d. they will focus on his or her problem rather than the client’s.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.09 - Critically consider value conflicts that prevent therapeutic success.

NATIONAL STANDARDS: United States - CACREP 1k - Professional Counseling Orientation and Ethical Practice Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Role of Spiritual and Religious Values in Counseling 27. The reason why many counselor education programs encourage or require personal therapy for counselors in training Copyright Cengage Learning. Powered by Cognero.

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is to engage in: a. value imposition. b. personal values. c. value exploration. d. personal conflicts.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.01 - Clarify how therapist values operate in the counseling process.

NATIONAL STANDARDS: United States - CACREP 5f - Counseling and Helping Relationships - Counselor characteristics and behaviors that influence the counseling process.

United States - EPAS Competency 1b - Demonstrate Ethical and Professional Behavior - Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Clarifying Your Values and Their Role in Your Work 28. Value discrimination could be defined as: a. when a counselor is too eager to suggest a referral when the client shares differing values on race, religion, national origin, age, sexual orientation, gender, gender identity, disability, marital status/partnership, language preference, or socioeconomic status. b. considering a referral only when you clearly lack the necessary skills to deal with the issues presented by the client. c. a counselor directly attempting to influence a client to adopt his or her values, attitudes, beliefs, and behavior. d. the ability of counselors to manage their personal values so they do not contaminate the counseling process.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.05 - Understand the implications of recent court cases addressing discriminatory referrals.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Legal Framework Regarding Values Discrimination 29. The “freedom of conscience” clause states: a. the client has the freedom to decide where to go in therapy. b. the therapist has the right to refer clients because of spiritual beliefs.

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c. the client has the right to know what the therapist is thinking. d. the mental health professional will not put their licensure status in jeopardy by denying services to clients on the basis of sincerely held religious beliefs.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.05 - Understand the implications of recent court cases addressing discriminatory referrals.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 8e - Intervene With Individuals, Families, Groups, Organizations, and Communities - Facilitate effective transitions and endings that advance mutually agreed-on goals.

United States - NOHS STANDARD 35 - Human service professionals strive to develop and maintain healthy personal growth to ensure that they are capable of giving optimal services to clients. When they find that they are physically, emotionally, psychologically, or otherwise not able to offer such services, they identify alternative services for clients.

OTHER: The Legal Framework Regarding Values Discrimination 30. A spiritual assessment provides: a. insight into how a client relates to spirituality and religion and how this may be affecting the client. b. the therapist with the opportunity to educate the client on the best religion to follow. c. an opportunity for the therapist to relax and not listen as intently to the client. d. minimal information about the client.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 03.10 - Understand the role of spiritual/religious values in counseling.

NATIONAL STANDARDS: United States - CACREP 2g - Social and Cultural Diversity - The impact of spiritual beliefs on clients’ and counselors’ worldviews.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: The Role of Spiritual and Religious Values in Counseling

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Chapter 04: Multicultural Perspectives and Diversity Issues 1. Which of the following influences every facet of our existence, so it is essential that culturally responsive practice be central in all that we do? a. Oppression b. Stereotypes c. Racism d. Culture ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Examine ethics codes from a multicultural/diversity and social justice perspective.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethics Codes from a Diversity Perspective 2. Which of the following types of counseling can be operationally defined as the working alliance between counselor and client that takes the personal dynamics and cultures of both into consideration? a. Culturally encapsulated b. Diversity-sensitive c. Multicultural d. Transcultural ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

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Introduction

3. The culturally encapsulated counselor is characterized by: a. defining reality according to the client’s reality. b. showing sensitivity to cultural variations among individuals. c. evaluating other viewpoints and making attempts to accommodate the behavior of others. d. defining reality according to a narrow set of cultural assumptions, failing to evaluate other viewpoints, and making little attempt to understand and accept the behavior of others.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 4. Whether the client and the counselor come from a similar background or a different one, the process of building rapport and trust are closely linked to: a. immersion into the same culture with no connection or experiences with a different culture. b. ignorance and lack of education. c. cultural norms and intercultural experiences. d. biases formed from childhood.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Evaluate a range of cultural values and assumptions in therapy.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in Copyright Cengage Learning. Powered by Cognero.

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methods which are known to be the best fit for the population(s) with whom they work.

Cultural Values and Assumptions in Therapy

5. Statements such as “Minority groups need to take responsibility for their own predicament” and “In order to succeed, people need to stop complaining and start working” do not take into account environmental factors. These are examples of: a. stereotypical beliefs. b. guiding principles for action. c. cultural tolerance. d. challenging culture-bound values.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Evaluate a range of cultural values and assumptions in therapy.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Cultural Values and Assumptions in Therapy 6. Frank is a Native American college student who is seeking information about his career choice from a male counselor.

The counselor notices that he uses very little eye contact and needs to recognize that Frank: a. lacks trust about the information he is receiving. b. is unlikely to follow through with his suggestions. c. is likely to view direct eye contact as a lack of respect. d. would be more likely to have direct eye contact if the counselor were a female.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Evaluate a range of cultural values and assumptions in therapy.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, Copyright Cengage Learning. Powered by Cognero.

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language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Cultural Values and Assumptions in Therapy

7. Marie is working with a lesbian client who is in a dysfunctional relationship with another woman. She is seeking counseling to sort out her options regarding leaving her emotionally abusive partner. Marie can assist her client by: a. automatically attributing her client’s problems to her sexual orientation. b. attempting to change the sexual orientation of her client. c. supporting her client’s attempt to leave the abusive relationship, helping her work on her abuse issues, and preparing her to enter into a more positive lesbian relationship. d. encouraging her client to realize how difficult it is to live in a lesbian relationship.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.05 - Explore ethical issues pertaining to sexual orientation and gender identity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Addressing Sexual Orientation and Gender Identify 8. It is the authors’ position that counselors would not work well with diverse populations if they: a. are open to being challenged and tested. b. are flexible in applying theories to specific situations. c. believe that they are free from any racist attitudes, beliefs, and or feelings. d. accept and are comfortable with differences that exist between themselves and their clients.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, Copyright Cengage Learning. Powered by Cognero.

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experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Introduction

9. Denise is a Euro-American social worker who is a former welfare client. A divorcee and mother of four, she succeeded in completing her degree and getting off the system in four years. She is now working in a welfare-to-work program and sets similar goals for her multicultural clients. Denise’s attitude and actions indicate that she: a. believes in her client’s ability to achieve and live up to her expectations. b. is well intentioned and willing to challenge her clients. c. can serve as a model of what her clients can accomplish with their lives—if she could do it, so can her clients. d. is operating out of the majority value system and presuming that her clients have the same goals.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.04 - Evaluate a range of cultural values and assumptions in therapy.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Cultural Values and Assumptions in Therapy 10. According to the authors, the first step in the process of acquiring multicultural counseling skills in a training program should be that students: a. become involved in a self-exploratory journey to help identify their cultural and ethnic blind spots. b. start a social advocacy campaign and become politically involved on campus. c. free themselves from all racist thoughts, actions, and feelings. d. have their value system conform to an “acceptable norm.”

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.09 - Discuss what is involved in developing multicultural competence.

NATIONAL STANDARDS: United States - CACREP .2c - Social and Cultural Diversity—Multicultural counseling competencies.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life Copyright Cengage Learning. Powered by Cognero.

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experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Multicultural Training for Mental Health Workers

11. Which of the following is a three-stage developmental sequence, from multicultural awareness to knowledge and comprehension to skills and applications? a. Culture-centered counseling b. Oppressed counseling c. Cultural immersion d. Social justice work in counseling ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 12. Which one of the following reasons contributes to the underutilization of mental health services by minority groups? a. Unbiased nature of the services b. In-house childcare centers at clinical centers c. The availability of transportation to get to services d. Cultural traditions and beliefs ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Identify how cultural encapsulation is an ethical matter.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life Copyright Cengage Learning. Powered by Cognero.

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experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

The Problem of Cultural Tunnel Vision

13. Which of the following court cases involved an employee assistance program provider who refused to counsel homosexual clients on the basis of religious beliefs and was eventually terminated by her employer? a. Jablonski v. United States b. Jaffee v. Redmond c. Bruff v. North Mississippi Health Services, Inc. d. Tarasoff v. Board of Regents of the University of California ANSWER: c POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.05 - Explore ethical issues pertaining to sexual orientation and gender identity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Addressing Sexual Orientation and Gender Identify 14. Counselors practice unintentional racism when they: a. show sensitivity to cultural variations among individuals. b. challenge stereotypes associated with culturally diverse clients. c. claim to be free of any traces of racism. d. accept unreasoned assumptions about other cultures without proof and without regard to rationality.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.08 - Explain how unintentional racism and microaggressions affect clients.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

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United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Matching Client and Counselor

15. Which of the following includes factors such as culture, religion, race, ability, age, gender, sexual orientation, education, and socioeconomic level? a. Cultural empathy b. Diversity c. Stereotypes d. Racism ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.07 - Clarify when matching of client and counselor is important.

NATIONAL STANDARDS: United States - CACREP 2e - Social and Cultural Diversity - The effects of power and privilege for counselors and clients.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Matching Client and Counselor 16. People who say they are __________ usually are trying to communicate that they do not discriminate and that they treat others equally; however, in doing so, they are ignoring a vital part of that person’s identity. a. racist b. microaggressive c. color blind d. culturally aware ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.08 - Explain how unintentional racism and microaggressions affect clients.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and Copyright Cengage Learning. Powered by Cognero.

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eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Matching Client and Counselor

17. What moves beyond cultural awareness and focuses on active support and advocacy, including promoting equality and justice for underserved and oppressed groups of people? a. Social justice b. Cultural pluralism c. Color blindness d. Cultural tunnel vision ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Identify how cultural encapsulation is an ethical matter.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Problem of Cultural Tunnel Vision 18. Which word is associated with a racial or ethnic group as well as with gender, age, religion or spirituality, economic status, nationality, physical capacity or disability, and affectional or sexual orientation? a. Ethnicity b. Diversity c. Stereotype d. Culture ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 19. Which of the following is a sense of identity that stems from common ancestry, history, nationality, religion, and race? a. Ethnicity b. Multiculturalism c. Pluralism d. Commonality ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 20. In multicultural counseling, one must balance the importance of __________ in assessment, diagnosis, and treatment. a. liberal and conservative views b. western approaches and southern approaches c. individualism versus collectivism d. cultural encapsulation and assimilation ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

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NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 21. Which of the following refers to individual differences on a number of variables that may put clients at risk for discrimination based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status? a. Diversity b. Multipluralism c. Discriminatory variables d. Oppression ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 22. Which of the following refers to a practitioner’s level of awareness, knowledge, and interpersonal skill needed to function effectively in a pluralistic society and to intervene on behalf of clients from diverse backgrounds? a. Cultural encapsulation b. Multicultural skill level c. Cultural diversity competence d. Interpersonal cognizance ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 23. Which of the following is considered a perception of reality based on a very limited set of cultural experiences? a. Cultural awareness b. Ethnicity c. Microaggressions d. Cultural tunnel vision ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.01 - Understand basic terminology related to multiculturalism and diversity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Problem of Cultural Tunnel Vision 24. Which of the following is an appropriate intervention strategy to ensure effective delivery for working with LGBT+ clients? a. Understand that research supports trying to change sexual orientation or gender identity b. Recognize the societal prejudice and discrimination experienced by LGBT+ individuals c. Counselors should use their own sexual orientation and gender identity to influence the counseling process. d. Counselors, if trained properly, have no reason to seek supervision or consultations.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 04.05 - Explore ethical issues pertaining to sexual orientation and gender identity.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Addressing Sexual Orientation and Gender Identify 25. In regard to addressing diversity, the _________ code of ethics states counselors must actively work to understand the diverse cultural background of the clients with whom they work. a. APA’s b. Canadian Counselling Association’s c. Code of Professional Ethics for Rehabilitation Counselors’ d. NASW’s ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Examine ethics codes from a multicultural/diversity and social justice perspective.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethics Codes From a Diversity Perspective 26. The perspective that recognizes the complexity of cultures and values the diversity of beliefs and values is known as: a. cultural pluralism b. cultural singulars c. cultural tunnel vision d. cultural encapsulated ANSWER: a POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.02 - Identify how cultural encapsulation is an ethical matter.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Problem With Cultural Tunnel Vision 27. In the preamble of the __________, it states rehabilitation counselors are committed to facilitating the personal, social, and economic independence of individuals with disabilities. a. NASW b. Canadian Counselling Association c. APA d. Code of Professional Ethics for Rehabilitation Counselors ANSWER: d POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.03 - Examine ethics codes from a multicultural/diversity and social justice perspective.

NATIONAL STANDARDS: United States - CACREP 2b - Social and Cultural Diversity - Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethics Codes From a Diversity Perspective 28. People with chronic medical, physical, and mental disabilities represent: a. the second largest minority and disadvantaged group in the United States. b. the largest minority and disadvantaged group in the United States. c. the smallest minority and disadvantaged group in the United States. d. the diminishing minority and disadvantaged group in the United States.

ANSWER: b POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Understand ethical issues in working with people with disabilities.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Culture of Disability 29. Assuming that there is a standard way to work with clients of a certain cultural background is: a. a mistake. b. the right thing to believe. c. the definition of cultural empathy. d. a form of cultural understanding.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.07 - Clarify when matching of client and counselor is important.

NATIONAL STANDARDS: United States - CACREP .2e - Social and cultural diversity - The effects of power and privilege for counselors and clients.

United States - EPAS Competency .2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Matching Client and Counselor 30. The concepts of unintentional racism and microaggressions are related and usually involve: a. training in multicultural and social justice perspectives for both the therapist and client. b. exploring in depth the meaning behind the cultural differences. c. flexibility and understanding on the therapist’s part. d. demeaning implications perpetrated against clients on the basis of their race, gender, sexual orientation, or ability status.

ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.08 - Explain how unintentional racism and microaggressions affect clients.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Matching Client and Counselor 31. The standards established by the __________ require that programs provide curricular and experiential offerings in multicultural and pluralistic trends, including characteristics within and among diverse groups nationally and internationally. a. American Psychological Association b. National Association for Social Workers c. Council for Accreditation of Counseling and Related Educational Programs (CACREP) d. Canadian Counselling Association ANSWER: c POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.09 - Discuss what is involved in developing multicultural competence.

NATIONAL STANDARDS: United States - CACREP 2c - Social and Cultural Diversity - Multicultural counseling competencies.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multicultural Training for Mental Health Workers 32. Children with childhood disabilities such as autism and ADHD; children with the cumulative lifestyle factors that lead to obesity, diabetes, heart disease, and cancers; and people with chronic medical, physical, and mental disabilities are part of the: a. mental health workers community. b. disability community.

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c. gay, lesbian, bisexual, and transgender community. d. social justice community.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.06 - Understand ethical issues in working with people with disabilities.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Culture of Disability 33. Cultural differences are: a. objective, simple, and apathetic. b. objective, complex, and dynamic. c. subjective, simple, and apathetic. d. subjective, complex, and dynamic.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.07 - Clarify when matching of client and counselor is important.

NATIONAL STANDARDS: United States - CACREP 2e - Social and Cultural Diversity - The effects of power and privilege for counselors and clients.

United States - EPAS Competency 2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Matching Client and Counselor 34. Brief and commonplace daily verbal, behavioral, or environmental indignities (whether intentional or unintentional) that communicate hostile, derogatory, or negative racial slights and insults toward people of other races is the definition of: Copyright Cengage Learning. Powered by Cognero.

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a. racial microaggressions. b. cultural diversity. c. cultural pluralism. d. social justice work.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.08 - Explain how unintentional racism and microaggressions affect clients.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Matching Client and Counselor 35. A set of knowledge and skills that is essential to the culturally skilled practitioner is called: a. coursework. b. culturally appropriate strategies. c. multicultural competencies. d. multicultural relationship.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 04.09 - Discuss what is involved in developing multicultural competence.

NATIONAL STANDARDS: United States - CACREP .2c - Social and Cultural Diversity—Multicultural counseling competencies.

United States - EPAS Competency 2a - Engage Diversity and Difference in Practice - Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multicultural Training for Mental Health Workers

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Chapter 05: Client Rights and Counselor Responsibilities 1. Informed consent generally implies that the person: a. does not have the capacity to consent. b. can only provide a verbal consent. c. has been persuaded or coerced to sign the consent form. d. has the capacity to consent and has freely, without undue influence, expressed consent.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.01 - Explain what is involved in the informed consent process.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS - Competency .1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Introduction 2. Because providing counseling services over the Internet (also known as remote services or distance counseling) is relatively new and controversial, a host of legal questions will be addressed only when: a. the APA meets again to update the DSM. b. the next ACA annual conference is held. c. lawsuits are filed pertaining to its use, or misuse, in counseling practice. d. clients are interviewed about the effectiveness of online counseling.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.05 - Identify some legal issues and risk management strategies for providing online counseling.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Use technology ethically and appropriately to facilitate practice outcomes.

Ethical Issues in Online Counseling

3. Written consent forms should include: a. a discussion of how a managed care system will affect the treatment, if applicable. b. a detailed description of what will occur in therapy and a guarantee that the client will resolve their issues. c. a clear statement as to the expectations of outcomes based on the therapeutic process. d. a detailed description of past client success stories and guarantee of client’s success.

ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.02 - Describe the basic content of an informed consent document.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Content of Informed Consent 4. The definition of a minor varies from state to state; however: a. no state agrees that a minor is under 18. b. all states agree on the age a minor can consent to their own health care in all circumstances. c. all states agree minors are incapable of consenting to any and all health care due to lack of maturity. d. the upper range is 18 to 21 years of age, although some states authorize 16 year olds to consent to their own health care in some circumstances.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.06 - Discuss ethical issues in working with minors.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

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OTHER:

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Working With Children and Adolescents

5. Most ethical codes specify that therapists should: a. be available to their clients even when they are on vacation. b. inform clients that their records are inaccessible to them. c. inform clients that a diagnosis can become a permanent part of their file and have ramifications in terms of cost of insurance, long-term insurability, and employment. d. alter case notes that are damaging to the client if they are subpoenaed into court.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.02 - Describe the basic content of an informed consent document.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Content of Informed Consent 6. Which of the following should include a record of client and therapist behavior that is clinically relevant, including interventions used, client responses to treatment strategies, the evolving treatment plan, and any follow-up measures taken? a. Assessments b. Progress notes c. Intakes d. Screenings ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.03 - Understand a counselor’s responsibility in record keeping.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

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OTHER:

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 8 - Human service professionals protect the integrity, safety, and security of client records. Client information in written or electronic form that is shared with other professionals must have the client’s prior written consent except in the course of professional supervision or when legally obliged or permitted to share such information.

The Professional’s Responsibilities in Record Keeping

7. Concerning counseling via the Internet, which statement is most accurate? a. The codes of the major professional organizations offer detailed guidance regarding ethical practices in the use of technology. b. There are both advantages and disadvantages in using Internet technology to deliver counseling services. c. Most experts agree that what is being currently offered via Internet counseling is a form of traditional psychotherapy. d. This form of counseling is not suited to a problem-solving approach.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.04 - Explore ethical issues related to online counseling.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Use technology ethically and appropriately to facilitate practice outcomes.

OTHER: Ethical Issues in Online Counseling 8. Regarding counseling with children and adolescents, informed consent of parents or guardians may not be legally required when a minor is seeking counseling for: a. difficulties in school or at home. b. normal changes adolescents experience throughout their developmental process. c. assistance with planning their educational future. d. pregnancy of a minor over the age of 12.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.06 - Discuss ethical issues in working with minors.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s Copyright Cengage Learning. Powered by Cognero.

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OTHER:

right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Working With Children and Adolescents

9. Which of the following is not reserved exclusively for the irresponsible practitioner? Clients may make allegations of unethical conduct or file a legal claim due to negligence, even though the counselor may have acted ethically and appropriately. a. Malpractice claims b. Legal matters and risk management c. Addictions counseling d. Ethical aspects of practice ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.11 - Understand an appropriate course of action in dealing with a malpractice complaint.

NATIONAL STANDARDS: United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Malpractice Liability in the Helping Professions 10. In regard to unethical behavior of colleagues, the National Association of Social Workers states: a. “When rehabilitation counselors have reason to believe that another rehabilitation counselor is violating or has violated an ethical standard, they attempt first to resolve the issue informally with the other rehabilitation counselor if feasible, provided such action does not violate confidentiality rights that may be involved.” b. “Human service professionals respond appropriately to unethical behavior of colleagues. Usually this means initially talking directly with the colleague and, if no resolution is forthcoming, reporting the colleague's behavior to supervisory or administrative staff and/or to the professional organization(s) to which the colleague belongs.” c. “Informal peer monitoring is one way to assume responsibility for watching out for each other.” d. “Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical Copyright Cengage Learning. Powered by Cognero.

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conduct of colleagues.”

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.07 - Address issues regarding suspected unethical behavior of colleagues.

NATIONAL STANDARDS: United States - CACREP .1b - Professional Counseling Orientation and Ethical Practice— The multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 21 - Human service professionals respond appropriately to unethical and problematic behavior of colleagues. Usually this means initially talking directly with the colleague and if no satisfactory resolution is achieved, reporting the colleague’s behavior to supervisory or administrative staff.

OTHER: Dealing With Suspected Unethical Behavior of Colleagues 11. Which of the following defines boundaries and clarifies the nature of the basic counseling relationship between the counselor and the client? a. Supervision contract b. Informed consent document c. HIPAA document d. Release of information form ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.01 - Explain what is involved in the informed consent process.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Client’s Right to Give Informed Consent 12. Of the following, which is an example of a behavior that might leave a mental health practitioner vulnerable to a malpractice suit?

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a. Used a procedure within the realm of accepted professional practice b. Employed a technique that he or she was not trained to use c. Used a procedure to which the client did not respond favorably d. Explained the possible consequences of treatment and the client still wanted to participate in the process ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.09 - Examine the basis for malpractice liability in the therapy profession NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Malpractice Liability in the Helping Professions 13. To succeed in a malpractice claim, the plaintiff needs to show that a breach of duty did exist in which: a. the practitioner failed to foresee the client’s intention to commit suicide despite warning signs that the client was decompensating, or the practitioner failed to provide the appropriate standard of care. b. the client failed to get better in spite of reasonable care. c. there was no professional relationship between therapist and client. d. the client was explained informed consent in detail and the therapist practiced within his or her scope of capacity.

ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.08 - Clarify what is involved in the concept of malpractice.

NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to Copyright Cengage Learning. Powered by Cognero.

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OTHER:

individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Malpractice Liability in the Helping Professions

14. Disclosures should be given in: a. plain language in a culturally sensitive manner and must be understandable to clients, including minors and people with impaired cognitive functioning. b. elevated language that will impress consumers and give them confidence in the services they are about to receive. c. writing that makes it unnecessary to discuss informed consent during sessions. d. several languages since we live in a multicultural society.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.01 - Explain what is involved in the informed consent process.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Client’s Right to Give Informed Consent 15. Joyce was hospitalized as a result of an attempted suicide. She tried to call her therapist before taking an overdose of pills, but he could not be reached because he was on vacation and did not make provisions for a replacement therapist while he was gone. This action constitutes which type of professional negligence? a. Misdiagnosis b. Client abandonment c. Vicarious liability d. Practicing beyond the scope of competency ANSWER: b POINTS: 1 REFERENCES: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.02 - Describe the basic content of an informed consent document.

NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Content of Informed Consent 16. Inappropriate socialization with clients, burdening clients with a counselor’s personal problems, and putting clients in awkward business situations are examples of: a. inappropriate crisis intervention. b. established therapeutic practices. c. unhealthy transference relationships. d. seeking balance in the counseling relationship.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.09 - Examine the basis for malpractice liability in the therapy profession NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

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OTHER:

Malpractice Liability in the Helping Professions

17. Which of the following would be least likely to lead to a malpractice suit? a. Failure to obtain or document informed consent b. Practicing beyond the scope of competency c. Unhealthy transference relationships d. Engaging in a bartering arrangement with a client ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.09 - Examine the basis for malpractice liability in the therapy profession NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Malpractice Liability in the Helping Professions 18. Which of the following situations justifies the use of remote services consistent with ethical practice and in keeping with regulatory standards? a. When service is provided in the context of a new therapy relationship b. When in-person treatment is either difficult or impossible to access due to client’s remote location c. When insurance providers offer the online service for clients’ use d. When the client desires remote sessions and the therapist has insufficient information about the client ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.05 - Identify some legal issues and risk management strategies for providing online counseling.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients Copyright Cengage Learning. Powered by Cognero.

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OTHER:

are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Use technology ethically and appropriately to facilitate practice outcomes.

Ethical Issues in Online Counseling

19. In the event that a practitioner is sued, they should: a. try to resolve the matter directly with the client. b. destroy or alter files or reports that may be incriminating. c. enter into personal therapy. d. promptly retain an attorney.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.11 - Understand an appropriate course of action in dealing with a malpractice complaint.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Malpractice Liability in the Helping Professions 20. Which of the following can best be viewed as an ongoing process aimed at increasing the range of choices and the responsibility of the client as an active therapeutic partner? a. Diagnosis b. Informed consent c. Documentation d. Case consultations ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.01 - Explain what is involved in the informed consent process.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court Copyright Cengage Learning. Powered by Cognero.

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order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

The Client’s Right to Give Informed Consent

21. Which of the following are essentially the same as psychotherapy notes and address the client’s transference reactions and the therapist’s subjective impressions of the client? a. Process notes b. Progress notes c. Diagnostic notes d. Treatment notes ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.03 - Understand a counselor’s responsibility in record keeping.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 8 - Human service professionals protect the integrity, safety, and security of client records. Client information in written or electronic form that is shared with other professionals must have the client’s prior written consent except in the course of professional supervision or when legally obliged or permitted to share such information.

OTHER: The Professional’s Responsibilities in Record Keeping 22. Which of the following would be found in managed care contracts? a. Only negative information about managed care policies b. Only the most recent information regarding the client’s treatment c. Information regarding client’s diagnosis d. Information regarding benefits, risks, and costs of various interventions ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.01 - Explain what is involved in the informed consent process.

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NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Client’s Right to Give Informed Consent 23. Fran has decided to start an online counseling practice. Which of the following has the potential to result in unethical behavior? a. Refusing to accept psychotic or seriously disturbed individuals as clients b. Charging fees that are covered by insurance companies c. Limiting or providing general diagnoses due to lack of behavioral clues d. Promising confidentiality and privacy ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.04 - Explore ethical issues related to online counseling.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Use technology ethically and appropriately to facilitate practice outcomes.

OTHER: Ethical Issues in Online Counseling 24. Elena, your client of two years, has just received the news that she is losing her insurance coverage; however, she recently had a breakthrough in therapy and needs to continue working on her issues. As an ethical therapist, you should: Copyright Cengage Learning. Powered by Cognero.

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a. refer her to a community mental health center where she can get services at a low cost. b. determine new payment terms so Elena can continue working with you. c. terminate therapy and give Elena some good book references so she can work through her issues on her own. d. terminate therapy and encourage Elena to look in the Yellow Pages for a new therapist who will accept a sliding scale arrangement.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.01 - Explain what is involved in the informed consent process.

NATIONAL STANDARDS: United States - NOHS STANDARD 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Client’s Right to Give Informed Consent 25. Samuel has been planning a two-week vacation to Europe for months. He is a private practitioner and has a caseload of clients who have dependency issues. As an ethical practitioner, Samuel should: a. not inform his clients until a few days before he leaves. b. not go on vacation so as to not increase his clients’ anxiety levels. c. provide his clients with another therapist in case of need. d. bring back a souvenir for each client to show them how important they are to him.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.02 - Describe the basic content of an informed consent document.

NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

The Content of Informed Consent

26. Which of the following refers to the practice of focusing on the identification, evaluation, and treatment of problems that may injure clients and lead to filing an ethics complaint or a malpractice action? a. Risk management b. Informed consent c. Termination d. Standard of care ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.10 - Delineate practical strategies for risk management.

NATIONAL STANDARDS: United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Malpractice Liability in the Helping Professions 27. In regard to record keeping, which of the following states that “Mental health counselors create, maintain, store, transfer, and dispose of client records in ways that protect confidentiality and are in accordance with applicable regulations or laws”? a. National Association of Social Workers b. American Mental Health Counselors Association c. American Psychological Association d. Code of Professional Ethics for Rehabilitation Counselors ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.03 - Understand a counselor’s responsibility in record keeping.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Copyright Cengage Learning. Powered by Cognero.

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Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 8 - Human service professionals protect the integrity, safety, and security of client records. Client information in written or electronic form that is shared with other professionals must have the client’s prior written consent except in the course of professional supervision or when legally obliged or permitted to share such information.

The Professional’s Responsibilities in Record Keeping

28. Which of the following refers to the failure to render professional services or to exercise the degree of skill that is ordinarily expected of other professionals in a similar situation? a. Risk management b. Standard of care c. Malpractice d. Informed consent ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.08 - Clarify what is involved in the concept of malpractice.

NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Malpractice Liability in the Helping Professions 29. Ignoring evidence of peer misconduct is: a. self-preserving. b. ethical. c. an ethical violation. d. illegal, but not unethical.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.07 - Address issues regarding suspected unethical behavior of colleagues.

NATIONAL STANDARDS: United States - CACREP .1b - Professional Counseling Orientation and Ethical Practice— The multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 21 - Human service professionals respond appropriately to unethical and problematic behavior of colleagues. Usually this means initially talking directly with the colleague and if no satisfactory resolution is achieved, reporting the colleague’s behavior to supervisory or administrative staff.

KEYWORDS: Dealing With Suspected Unethical Behavior of Colleagues 30. Records are: a. vital to review the course of treatment. The manner in which you document treatment is likely to determine the outcome of the case. b. important; however, the legal system does not expect a therapist to spend hours documenting treatment. c. only important during legal proceedings. d. necessary in order to diagnose suicidal or homicidal clients only.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.11 - Understand an appropriate course of action in dealing with a malpractice complaint.

NATIONAL STANDARDS: United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Malpractice Liability in the Helping Professions 31. Which of the following is included in a professional association’s ethical code or guidelines regarding technology and online counseling? a. Psychologists who offer online services must inform clients of the risks to privacy and the limits of confidentiality.

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b. Competence to provide online counseling is the most important aspect of ethical codes or guidelines. c. Psychologists are not expected to inform clients of the benefits and limitations of using technology in the counseling process. d. Counselors can use online counseling for any intellectual, emotional, and physical need.

ANSWER: a POINTS: 1 DIFFICULTY: Difficult QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.04 - Explore ethical issues related to online counseling.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Use technology ethically and appropriately to facilitate practice outcomes.

OTHER: Ethical Issues in Online Counseling 32. California enacted a law in 2011 allowing mental health practitioners to treat minors (12 years or older) if: a. a minor would like to enter into a counseling relationship; it is necessary to have informed parental or guardian consent or for counseling to be court ordered. b. the practitioner is informed by the minor he or she would like to enter into a counseling relationship for minor educational purposes. c. the practitioner determines the minor is mature enough to participate intelligently in outpatient treatment or mental health counseling. However, the statute does require parental (or guardian) involvement in the treatment unless the therapist finds, after consulting with the minor, that this would be inappropriate under the circumstances. d. there is no reason for a minor to be treated without parental consent.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.06 - Discuss ethical issues in working with minors.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

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OTHER:

Working With Children and Adolescents

33. Generally, the best way to proceed when you have concerns about the behavior of a colleague is to: a. delay addressing the problem until a client has been injured emotionally or physically. b. speak with other colleagues to determine if they have the same concerns. c. speak directly with the client about your colleague’s behavior. d. deal directly with the colleague, unless doing so would compromise a client’s confidentiality.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.07 - Address issues regarding suspected unethical behavior of colleagues.

NATIONAL STANDARDS: United States - CACREP .1b - Professional Counseling Orientation and Ethical Practice— The multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 21 - Human service professionals respond appropriately to unethical and problematic behavior of colleagues. Usually this means initially talking directly with the colleague and if no satisfactory resolution is achieved, reporting the colleague’s behavior to supervisory or administrative staff.

OTHER: Dealing With Suspected Unethical Behavior of Colleagues 34. Which of the following can result from unjustified departure from usual practice or from failing to exercise proper care in fulfilling one’s responsibilities? a. Malpractice b. Professional negligence c. Standard of care d. Termination ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.08 - Clarify what is involved in the concept of malpractice.

NATIONAL STANDARDS: United States - NOHS STANDARD 10 - Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.

United States - NOHS STANDARD 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

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OTHER:

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Malpractice Liability in the Helping Professions

35. Mental health professionals now have a wide range of digital and electronic options to communicate with and to provide a range of clinical services to their clients. Which of the following is an advantage of online and distance counseling? a. Inaccurate diagnosis or ineffective treatment b. Anonymity of person could have minors masquerade as an adult seeking treatment c. Transference and countertransference issues are difficult to address d. Allows clinicians access to hard-to-reach populations ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 05.04 - Explore ethical issues related to online counseling.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Use technology ethically and appropriately to facilitate practice outcomes.

OTHER: Ethical Issues in Online Counseling

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Chapter 06: Confidentiality: Ethical and Legal Issues 1. Which of the following is least likely to pose any potential ethical problems with regard to protecting client privacy? a. Face-to-face interaction b. Telephone and cellular phone c. Answering machine and voicemail d. Fax and e-mail ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.03 - Identify privacy issues with telecommunications devices.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Use technology ethically and appropriately to facilitate practice outcomes.

OTHER: Privacy Issues With Telecommunication Devices 2. James is in court facing drug-related charges and his therapist was subpoenaed to testify in court regarding any discriminating evidence concerning the case. His therapist came to court but refused to answer questions regarding the case or produce James’ records. The therapist used which legal concept to protect himself from forced disclosure? a. Confidentiality b. Privileged communication c. Client privacy d. Taking the 5th amendment ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.01 - Differentiate between confidentiality, privacy, and privileged communication.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

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OTHER:

Confidentiality, Privileged Communication, and Privacy

3. Which of the following refers to the constitutional right of an individual to be left alone and to control their personal information? a. Self-disclosure b. Privileged communication c. Privacy d. Confidentiality ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.01 - Differentiate between confidentiality, privacy, and privileged communication.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Confidentiality, Privileged Communication, and Privacy 4. It is illegal and unethical for a therapist to disclose confidential information when: a. the client consents to disclosure. b. there is a duty to warn or to protect third parties. c. an emergency exists. d. an employer requests disclosure to determine the mental status of an employee without their consent.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.02 - Clarify the purpose and limitations of confidentiality.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws Copyright Cengage Learning. Powered by Cognero.

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OTHER:

and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Confidentiality, Privileged Communication, and Privacy

5. Ethical guidelines regarding confidentiality require that counselors do not allow: a. clerical assistants to handle confidential information. b. the use of client records to consult with experts or peers. c. the use of client case studies to teach or write books, even when their clients’ identities are disguised. d. disclosure of client information unless there is clear and imminent danger to the client or others.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.01 - Differentiate between confidentiality, privacy, and privileged communication.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Confidentiality, Privileged Communication, and Privacy 6. Susan is quite distressed after finding out her husband has been unfaithful. She tells her counselor that she is so angry that she feels like killing him. Upon hearing this, the counselor needs to: a. question Susan to determine whether she is serious about doing physical harm to her husband. b. warn the husband that he is in potential danger. c. commit Susan to a hospital until she can overcome her anger. d. threaten to terminate services with Susan if she continues to talk about killing her husband.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.02 - Clarify the purpose and limitations of confidentiality.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

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OTHER:

United States - CACREP .7c - Assessment and Testing—Procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

Confidentiality, Privileged Communication, and Privacy

7. The California court’s ruling that requires therapists to breach confidentiality in cases where the general welfare and safety of others is involved is a result of the __________ decision. a. Bradley Center v. Wessner b. Jablonski v. United States c. Tarasoff v. University of California Board of Regents d. Hedlund v. Superior Court ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.06 - Recognize landmark court cases and implications for practice.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Warn and to Protect 8. Which of the following was passed by Congress to promote standardization and efficiency in the health care industry and give patients more rights and control over their health information? a. The Health Insurance Portability and Accountability Act of 1996 (HIPAA) b. The Family Educational Rights and Privacy Act of 1994 (FERPA) c. The H1N1 Prevention Act d. The Confidentiality and Privileged Communication Act ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 06.04 - Understand the implications of HIPAA for mental health providers.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Implications of HIPPA for Mental Health Providers 9. In which case did the Supreme Court rule that communications between licensed psychotherapists and their clients are privileged and therefore protected from forced disclosure in cases arising under federal law? a. Bradley Center v. Wessner b. Jablonski v. United States c. Jaffee v. Redmond d. Hedlund v. Superior Court ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.02 - Clarify the purpose and limitations of confidentiality.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Confidentiality, Privileged Communication, and Privacy The Duty to Warn and to Protect 10. Jolene tells her counselor that she is depressed about the break-up of her relationship and “just wishes she could go to sleep and never wake up.” In this case, the counselor needs to: a. immediately commit Jolene to a psychiatric facility. b. assess if Jolene is suicidal and intervene if necessary. c. recognize that her statement is only a “cry for help” and should not be taken seriously. d. see if there is any chance for reconciliation.

ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.05 - Explain the distinction between duty to warn and duty to protect.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .5l - Counseling and Helping Relationships—Suicide prevention models and strategies. EPAS Competency .1a - Demonstrate Ethical and Professional Behavior—Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Warn and to Protect 11. Which of the following would be an ineffective way of managing a client’s suicidal ideation? a. Attempt to secure a promise from the client that he or she will not try to commit suicide b. Immediately hospitalize the client c. Be willing to communicate your caring without setting limits d. Recognize the limits of your competence and know when and how to refer ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.05 - Explain the distinction between duty to warn and duty to protect.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Warn and to Protect 12. Two processes that offer safeguards against malpractice liability in suicidal cases are: a. consultation and documentation.

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b. assessment and orientation. c. individual therapy and group therapy. d. diagnosis and informed consent.

ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.05 - Explain the distinction between duty to warn and duty to protect.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Warn and to Protect 13. Schools that receive federal funding are generally bound by the provisions of the: a. Health Insurance Portability and Accountability Act (HIPAA). b. Family Educational Rights and Privacy Act of 1994 (FERPA). c. H1N1 Prevention Act. d. Confidentiality and Privileged Communication Act. ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.02 - Clarify the purpose and limitations of confidentiality.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Confidentiality, Privileged Communication, and Privacy 14. Most counseling centers and community mental health agencies now have guidelines regarding the duty to warn and Copyright Cengage Learning. Powered by Cognero.

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protect when the welfare of others is at stake. These guidelines generally specify how to deal with: a. emotionally healthy individuals with nonviolent behavior. b. emotionally disturbed individuals, violent behavior, threats, suicidal possibilities, and other circumstances in which counselors may be legally and ethically required to breach confidentiality. c. documentation and assessment of school children. d. nonsuicidal individuals seeking assistance with living arrangements.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.07 - Describe guidelines for dealing with dangerous clients.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .7c - Assessment and Testing—Procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Warn and to Protect 15. The legal concept of privileged communication does not apply in cases of: a. clients’ disclosures of personal and sensitive information. b. a client admitting to child abuse and neglect. c. unfaithfulness in one or both partners in couple’s therapy. d. legal proceedings where the therapist is asked to produce a client’s records in court.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.01 - Differentiate between confidentiality, privacy, and privileged communication.

NATIONAL STANDARDS: United States - NOHS STANDARD 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Confidentiality, Privileged Communication, and Privacy Copyright Cengage Learning. Powered by Cognero.

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16. An African-American woman was interacting with her child in a domestic abuse shelter when she was overheard saying to her child, “Keep touching that and I’m going to whoop you.” The social worker that heard this statement should: a. immediately report the mother to Child Protective Services. b. tell the mother that she will be evicted from the shelter if she continues to talk to her child that way. c. recognize that what constitutes abuse in one culture may not be viewed as abuse in another culture and is not reportable until it is determined that the child is in danger. d. remove the child from the mother’s care until the mother can learn how to talk to her child with respect.

ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.11 - Understand the duty to protect children, dependent adults, and the elderly from harm.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .7d - Assessment and Testing Procedures for identifying trauma and abuse and for reporting abuse.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Protecting Children, the Elderly, and Dependent Adults From Harm 17. Which of the following cases says that if danger or harm may occur to the client or others as a result of the client’s behavior, the human service professional must act in an appropriate and professional manner to protect the safety of those individuals? This may involve, but is not limited to, seeking consultation, supervision, or breaking the confidentiality of the relationship. a. Hedlund v. Superior Court b. Tarasoff v. University of California Board of Regents c. Bradley Center v. Wessner d. Jablonski v. United States ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.06 - Recognize landmark court cases and implications for practice.

NATIONAL STANDARDS: United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

The Duty to Warn and to Protect

18. Which of the following is recommended for managing suicidal behavior? a. Always consider the client’s ability to problem solve b. Never refer a client that has suicidal behavior c. Always report any cases to the Department of Public Health d. Keep up to date with current research, theory, and practice regarding suicide prevention ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.10 - Delineate guidelines for assessing suicidal behavior.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: The Duty to Protect Suicidal Clients 19. The intended victim’s knowledge of a threat does NOT relieve therapists of the duty to protect, as can be seen by the decision in: a. Bradley Center v. Wessner b. Jablonski v. United States c. Tarasoff v. University of California Board of Regents d. Hedlund v. Superior Court ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.06 - Recognize landmark court cases and implications for practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

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United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

The Duty to Warn and to Protect

20. In the case of disclosing confidential information when working with an HIV-positive client, several writers state that the therapist has a duty to protect when: a. the client is engaging in safe-sex with a committed partner. b. the client poses a clear and imminent danger to others. c. the client has engaged with multiple partners years prior to positive results d. the client has attended a party and all attendees must be warned of possible danger.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: ISSU.CORE.19.06.12 - Discuss several confidentiality issues in HIV/AIDS counseling.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Confidentiality and HIV/AIDS-Related Issues 21. Which of the following extends the duty to warn in California to a foreseeable, identifiable person who might be near the intended victim when the threat is carried out and thus might also be in danger? a. Bradley Center v. Wessner b. Jablonski v. United States c. Tarasoff v. University of California Board of Regents d. Hedlund v. Superior Court ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.06 - Recognize landmark court cases and implications for practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

The Duty to Warn and to Protect

22. Which of the following is identified in the text as a guideline for counselors that email clients? a. Remember that anything sent via email to clients can be deleted at any time b. Use email in place of an in-person session c. Do not email clients on a public computer for privacy and security reasons d. Do not set the limits of confidentiality with clients if email is used ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.03 - Identify privacy issues with telecommunications devices.

NATIONAL STANDARDS: United States - NOHS STANDARD 9 - When providing services through the use of technology, human service professionals take precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that clients are aware of any issues and concerns related to confidentiality, service issues, and how technology might negatively or positively impact the helping relationship.

United States - CACREP .1j - Professional Counseling Orientation and Ethical Practice— Technology’s impact on the counseling profession.

United States - EPAS Competency .1d - Demonstrate Ethical and Professional Behavior— Use technology ethically and appropriately to facilitate practice outcomes.

OTHER: Privacy Issues With Telecommunication Devices 23. A six-step ethical practice model for protecting confidentiality rights places legal mandates in an ethical context.

Which step informs clients about the limits of confidentiality? a. Preparation b. Tell clients the truth “up front” c. Obtain truly informed consent before making a disclosure d. Have your attorney respond to legal requests for disclosure ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.02 - Clarify the purpose and limitations of confidentiality.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

Confidentiality, Privileged Communication, and Privacy

24. The major types of elder abuse are sexual, physical, and: a. financial. b. social. c. psychological. d. isolational.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.11 - Understand the duty to protect children, dependent adults, and the elderly from harm.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .7d - Assessment and Testing Procedures for identifying trauma and abuse and for reporting abuse.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: Protecting Children, the Elderly, and Dependent Adults From Harm 25. In which of the following did the court expand the practitioner’s duty to warn those in danger to include the circumstance in which a family member communicates to a mental health practitioner a belief that the client poses a risk of grave bodily injury to another person? a. Tarasoff v. Board of Regents of the University of California b. Jaffee v. Redmond c. Ewing v. Goldstein d. Petersen v. McDonald ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.05 - Explain the distinction between duty to warn and duty to protect.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and Copyright Cengage Learning. Powered by Cognero.

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applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - NOHS Standard 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

The Duty to Warn and to Protect

26. In most cases, therapists will not have advance warning that a client is dangerous. Therefore, therapists must be prepared for such an eventuality. Which of the following is a suggestion from the authors for preparation? a. Limit disclosure to all clients until they are deemed safe b. Use any past experience in the assessment and management of dangerous clients c. Wait to contact the legal counsel of your professional organization after an incident occurs d. Familiarize yourself with professionals who are experienced in dealing with violence and know how to reach them ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.07 - Describe guidelines for dealing with dangerous clients.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .7c - Assessment and Testing—Procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Warn and to Protect 27. The basic standard of care for school counselors is clear; courts have uniformly held that school personnel: a. should not breach confidentiality at any time. b. have a duty to protect students from foreseeable harm. c. have a duty to protect students if confidentiality is not at risk. d. must release any and all information regarding students to faculty and parents.

ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.08 - Explain the implications of duty to warn and to protect for school counselors.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Warn and to Protect 28. Even if clients argue that they can do what they want with their own lives, including taking them, therapists with suicidal clients have a legal: a. duty to protect. b. duty to warn. c. privacy issue. d. privileged communication issue.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.09 - Evaluate ethical and legal duties pertaining to suicide.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .5l - Counseling and Helping Relationships—Suicide prevention models and strategies. EPAS Competency .1a - Demonstrate Ethical and Professional Behavior—Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

OTHER: The Duty to Protect Suicidal Clients 29. Therapists have the responsibility to prevent suicide if they can reasonably anticipate it. Once it is determined that a client is at risk for serious harm to self, the professional is: a. released of all legal and ethical requirements to protect the client.

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b. legally, but not ethically, required to take appropriate action. c. legally and ethically required to take appropriate action aimed at protecting the person. d. ethically, but not legally, required to take appropriate action.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.10 - Delineate guidelines for assessing suicidal behavior.

NATIONAL STANDARDS: United States - CACREP .5l - Counseling and Helping Relationships—Suicide prevention models and strategies.

United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

OTHER: The Duty to Protect Suicidal Clients 30. The HIPAA Privacy Rule was designed to provide a uniform level of privacy and security on the federal level. This Privacy Rule, which applies to both paper and electronic transmissions of protected health information by covered entities, developed out of the concern that transmission of health care information through electronic means could lead to widespread gaps in the protection of client confidentiality. Which of the following is NOT a requirement of The Privacy Rule? a. Health plans must establish policies and procedures to protect the confidentiality of health information about their patients. b. Detailed patient information must be given to individuals outside of the health care agency. c. Physical safeguards must be put in place to preserve the security of protected health information in electronic form. d. Patients have rights concerning how their health information is used and disclosed by health care providers who fall within the domain of HIPAA. ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.04 - Understand the implications of HIPAA for mental health providers.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Implications of HIPPA for Mental Health Providers Copyright Cengage Learning. Powered by Cognero.

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31. Which of the following is at the core of effective therapy and is the counselor’s ethical duty to protect private client communication? a. Privileged communication b. Privacy c. Ethics d. Confidentiality ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.02 - Clarify the purpose and limitations of confidentiality.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Confidentiality, Privileged Communication, and Privacy 32. Health plans, health care clearinghouses, and health care providers who transmit health information by electronic means are three types of: a. covered entities. b. computer transactions. c. administrative positions. d. HIPAA rules.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.04 - Understand the implications of HIPAA for mental health providers.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of Copyright Cengage Learning. Powered by Cognero.

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confidentiality prior to the onset of the helping relationship.

Implications of HIPPA for Mental Health Providers

33. In which case did the court find that school counselors have a duty to use reasonable means to attempt to prevent a suicide when they know about a student’s suicidal intentions? The reasoning of the court was that an adolescent is more likely to share thoughts of suicide with friends than with a school counselor, teacher, or parent. The court found that reasonable care would have included notifying the student's parents that their daughter was at risk for suicide. a. Tarasoff v. University of California Board of Regents b. Ewing v. Goldstein c. Eisel v. Board of Education d. Jaffee v. Redmond ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.06 - Recognize landmark court cases and implications for practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .5l - Counseling and Helping Relationships—Suicide prevention models and strategies. EPAS Competency .1a - Demonstrate Ethical and Professional Behavior—Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - NOHS Standard 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

OTHER: The Duty to Warn and to Protect 34. The experts who testified at this trial believed the school board failed to provide adequate training for school personnel. Without training, school personnel will most likely underestimate the lethality of suicidal thoughts, statements, and attempts. The conclusion of this expert testimony was that the student would not have committed suicide if the employees had been adequately trained. Persuaded by this input, the court held that the school could be found negligent for failing to notify the decedent’s mother. This explains the court decision in which court case? a. Eisel v. Board of Education b. Wyke v. Polk County School Board c. Hedlund v. Superior Court d. Ewing v. Goldstein Copyright Cengage Learning. Powered by Cognero.

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ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.06 - Recognize landmark court cases and implications for practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .5l - Counseling and Helping Relationships—Suicide prevention models and strategies. EPAS Competency .1a - Demonstrate Ethical and Professional Behavior—Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

United States - NOHS Standard 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

OTHER: The Duty to Warn and to Protect 35. Therapists are advised to err on the side of reporting in uncertain circumstances. Which of the following types of reporting is designed to inform appropriate authorities of any suspected cases of child, elder, or dependent adult abuse? a. Voluntary b. Honorary c. Discretionary d. Mandatory ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 06.11 - Understand the duty to protect children, dependent adults, and the elderly from harm.

NATIONAL STANDARDS: United States - NOHS STANDARD 4 - If it is suspected that danger or harm may occur to the client or to others as a result of a client’s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve, but is not limited to, seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

United States - CACREP .7d - Assessment and Testing Procedures for identifying trauma and abuse and for reporting abuse.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Protecting Children, the Elderly, and Dependent Adults From Harm

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Chapter 07: Managing Boundaries and Multiple Relationships 1. Joe has a counseling practice and is also teaching psychology part-time at a university. He is well-liked and trusted by students and some have asked for private counseling. Joe has decided to wait until semester break before taking them on as clients. Joe would be: a. exhibiting ethical behavior by telling his students that he will counsel them at the end of the semester. b. in a dual relationship with his students, which may cause ethical problems. c. playing favoritism by not counseling all of his students. d. not qualified to counsel his students because he is a part-time instructor.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.01 - State the ethical guidelines regarding dual or multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 2. According to the Canadian Psychological Association, the following is TRUE concerning standards on multiple relationships: a. There is a clear consensus among practitioners regarding nonsexual relationships in counseling. b. Due to the fact that there are clinical, ethical, and legal risks, all blending of roles must be avoided. c. Objectivity in counseling is enhanced with dual relationships. d. Therapists must manage dual or multiple relationships or any other conflict-of-interest situation entered into in such a way that bias, lack of objectivity, and risk of exploitation or harm are minimized.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.01 - State the ethical guidelines regarding dual or multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple Copyright Cengage Learning. Powered by Cognero.

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relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

The Ethics of Multiple Relationships

3. Ted is a counselor educator and also acts as therapeutic agent for his students’ personal development, since personal awareness is considered to be an intrinsic part of developing counselor skills in the program at the university in which he teaches. Ted is: a. totally unethical in attempting to guide his students toward self-awareness. b. involved in a situation in which he will become so subjective that he will be unable to teach his students. c. involved in role blending, which is inevitable in the process of educating and supervising counselor trainees. d. in a situation that automatically leads to a conflict of interest.

ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.04 - Differentiate between boundary crossings and boundary violations.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 4. Departures from commonly accepted practices that could potentially benefit clients are referred to as: a. unethical boundaries. b. boundary crossings. c. boundary violations. d. interpersonal boundaries.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.04 - Differentiate between boundary crossings and boundary violations.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws Copyright Cengage Learning. Powered by Cognero.

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and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

The Ethics of Multiple Relationships

5. Which of the following actions would maximize the risks inherent in dual or multiple relationships? a. Setting healthy boundaries from the outset b. Securing informed consent of clients and discussing with them both the potential risks and benefits of dual relationships c. Documenting any dual relationships in clinical case notes d. Becoming romantically involved with the client ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.01 - State the ethical guidelines regarding dual or multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

OTHER: The Ethics of Multiple Relationships 6. Linda is considering developing a multiple or dual relationship with her client. It’s important for Linda to remember: a. that all multiple relationships should be avoided because they are usually harmful. b. that absolute answers are available to resolve dual or multiple relationship dilemmas. c. to be cautious in order to protect herself from censure. d. to consider whether the potential benefit outweighs the potential for harm.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: 07.01 - State the ethical guidelines regarding dual or multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

OTHER: The Ethics of Multiple Relationships 7. In military settings, multiple relationships are common and can be a healthy part of communal life. These relationships: a. can improve morale, decrease the stigma attached to seeking psychological assistance, and improve access to care. b. should be eliminated because they destroy the counseling relationship. c. have strong boundaries that must be maintained and not crossed in any way in order to avoid malpractice suits. d. include traits such as rigidity and strict rules discouraging multiple relationships.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.02 - Describe the various perspectives on multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 8. Which of the following refers to a serious breach that results in harm to clients and is therefore unethical? a. A slippery slope b. A dual relationship c. A boundary violation d. A malpractice suit Copyright Cengage Learning. Powered by Cognero.

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ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.04 - Differentiate between boundary crossings and boundary violations.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 9. Which of the following situations does NOT have the potential to harm or exploit a client? a. Entering a business venture with a client b. Developing a sexual relationship with a client c. Establishing a social relationship with a client d. Setting healthy boundaries during the initial visit ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.01 - State the ethical guidelines regarding dual or multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 10. Marty is counseling with an Asian client who recently returned from a trip to Japan to visit relatives. His client wants to give him an inexpensive souvenir. It is important for Marty to: a. refuse the gift on ethical grounds. b. explain that the gift would change their relationship and create a conflict of interest.

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c. be aware that accepting the gift may be culturally appropriate with this client. d. explain that he cannot accept the gift until the counseling relationship is over.

ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.02 - Describe the various perspectives on multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - EPAS Competency .2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 11. A counselor is likely to adopt stricter social boundaries and will be concerned about polluting the transference relationship if he or she is: a. psychoanalytically oriented. b. a behavioral therapist. c. working with culturally diverse clients. d. already engaged in an active social life.

ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.02 - Describe the various perspectives on multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their Copyright Cengage Learning. Powered by Cognero.

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professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

The Ethics of Multiple Relationships

12. Boundary management is: a. not an issue in sparsely populated areas. b. less challenging in rural areas than in urban areas. c. equally as challenging in rural and urban areas. d. more challenging in rural areas than in urban areas.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.06 - Understand ethical challenges in managing multiple relationships in small communities.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: Managing Multiple Relationships in a Small Community 13. A common reaction of therapists who realize that they have sexual feelings toward their clients is to: a. feel angry at themselves. b. speak openly about the matter to the client. c. investigate to see if the client feels the same. d. feel guilty, anxious, and confused.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.10 - Articulate guidelines for dealing with sexual attractions in the therapy relationship.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

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United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

Sexual Attractions in the Client–Therapist Relationship

14. Therapists can deal with powerful attractions to clients by: a. repressing their feelings of attraction. b. asking the client if the feeling is mutual. c. terminating the relationship immediately. d. monitoring boundaries by setting clear limits on physical contact, self-disclosure, and client requests for personal information.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.10 - Articulate guidelines for dealing with sexual attractions in the therapy relationship.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

OTHER: Sexual Attractions in the Client–Therapist Relationship 15. Which one of the following is considered a guideline to minimizing the likelihood of sexual transgressions by clinicians? a. Support clients’ mutual feelings without supervision to ensure a safe space for therapist and client to continue counseling b. Differentiate between having sexual attraction to clients and acting on this attraction c. Avoid terminating the therapeutic relationship, even when sexual feelings obscure objectivity d. Ignore countertransference reactions on sexual feelings towards a client ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.10 - Articulate guidelines for dealing with sexual attractions in the therapy relationship.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws Copyright Cengage Learning. Powered by Cognero.

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and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

Sexual Attractions in the Client–Therapist Relationship Sexual Relationships in Therapy: Ethical and Legal Issues

16. Bonnie became sexually involved with her therapist soon after therapy began. This action was initiated by the therapist who saw Bonnie’s provocative behavior as an invitation to become intimate. Which of the following is a possible ongoing consequence for the client being sexually exploited? a. Experiencing feelings of freedom and peacefulness b. Experiencing feelings of shame and guilt and posttraumatic stress disorder c. Experiencing happiness and relaxation d. Experiencing partnership and hope for the future ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.11 - Recognize the ethical and legal aspects of sexual misconduct.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

OTHER: Sexual Relationships in Therapy: Ethical and Legal Issues 17. Which of the following methods cannot be used by clients to make a legal complaint against a therapist for sexual misconduct? a. Filing a malpractice suit b. Lodging an ethical complaint with the therapist’s licensing board c. Lodging a complaint with the AARP d. Filing a criminal complaint or a civil suit ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.11 - Recognize the ethical and legal aspects of sexual misconduct.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and Copyright Cengage Learning. Powered by Cognero.

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applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

Sexual Relationships in Therapy: Ethical and Legal Issues

18. According to professional codes of ethics, sexual relationships between client and counselor are considered to be ethical under which of the following circumstances? a. If the therapist is really in love with the client b. The client has given their consent to the relationship c. These relationships are not considered to be ethical under any circumstances d. If the sexual relationship begins within six months of termination ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.11 - Recognize the ethical and legal aspects of sexual misconduct.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

OTHER: Sexual Relationship in Therapy: Ethical and Legal Issues 19. When a client is unable to afford therapy, it is possible that they may: a. offer a bartering arrangement or exchange goods in lieu of a fee. b. offer sexual favors in exchange for services. c. force the therapist to continue treatment free of charge. d. report the therapist to his or her license board if he or she refuses to continue treatment and receive payment when the client can afford it at a later date.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.07 - Explore the pros and cons of bartering for professional services.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Copyright Cengage Learning. Powered by Cognero.

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Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Bartering for Professional Services

20. Nonerotic touching between counselor and client should be: a. a spontaneous and honest expression of the therapist's feelings. b. incongruent with what they feel. c. a therapeutic technique used to extinguish catharsis. d. considered unethical.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.12 - Clarify guidelines for the use of touch in the therapy relationship.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: A Special Case: Nonerotic Touching With Clients 21. Clinicians who oppose any form of physical contact with their clients (e.g., nonerotic touching) believe which of the following: a. it can promote independence. b. it can be good for the countertransference relationship. c. it can be misread by clients. d. it can become a healthy romantic relationship.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.12 - Clarify guidelines for the use of touch in the therapy relationship.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and Copyright Cengage Learning. Powered by Cognero.

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applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

A Special Case: Nonerotic Touching With Clients

22. Miguel has been providing couples’ counseling to Saundra and Steven for two years and was recently invited to attend their 20th wedding anniversary party. Attending this event is an example of: a. a boundary violation. b. a potentially beneficial nonprofessional interaction. c. an unprofessional interaction. d. a lapse of judgment.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.02 - Describe the various perspectives on multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 23. The notion that certain actions will inevitably lead to a progressive deterioration of ethical behavior is commonly referred to as: a. the slippery slope phenomenon. b. therapist decay. c. the ethical deterioration phenomenon. d. the role erosion.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.04 - Differentiate between boundary crossings and boundary violations.

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NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 24. Which of the following is an example of boundary crossing? a. Attending a school play of a student to help build a relationship b. Role blending c. Gaining a new friend on social media d. Getting a free lunch ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.05 - Critically evaluate the controversies on boundary issues.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: Perspectives on Boundary Issues 25. Which of the following would not be considered a role played by a mentor? a. Teacher and counselor b. Role model c. Guide and friend d. Partner ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: 07.02 - Describe the various perspectives on multiple relationships.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 26. Which of the following is a step to minimizing risk and practicing ethically and professional in a small community? a. Because it is a small community there is no need to obtain informed consent or document anything b. Barter for your services c. Get involved in ongoing consultation or a peer supervision group d. Ask clients to “friend” or follow you on social media ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.06 - Understand ethical challenges in managing multiple relationships in small communities.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: Managing Multiple Relationships in a Small Community 27. When in conflict with clinical needs, context, competence, or consent, even the most well-intentioned nonsexual physical contact may be experienced as: a. appropriate, gentle, and wanted contact. b. aggressive, frightening, intimidating, demeaning, arrogant, unwanted, insensitive, threatening, or intrusive. c. passive, soothing, calming, comforting, gentle, and peaceful. d. completely indifferent for both therapist and client.

ANSWER: b POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.12 - Clarify guidelines for the use of touch in the therapy relationship.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: A Special Case: Nonerotic Touching With Clients 28. The ethics codes of most professional organizations provide guidelines for the ethical practice of bartering. Some more recent codes (APA, NASW, AAMFT, and ACA): a. state the practice of bartering is unethical no matter the circumstances. b. take a more strict attitude, increasing the punishment for practicing bartering. c. state that bartering should take the place of payment; therefore, the therapeutic relationship can become more trustworthy. d. take a more flexible and less punitive attitude toward bartering.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.07 - Explore the pros and cons of bartering for professional services.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Bartering for Professional Services 29. Changes in mental health care laws and practice have increased the need for: a. outreach psychotherapists. b. higher costs and fewer psychotherapy hours. c. gift giving. d. stricter boundaries for outreach psychotherapists.

ANSWER: a POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.04 - Differentiate between boundary crossings and boundary violations.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: The Ethics of Multiple Relationships 30. Practitioners in rural settings often find themselves involved in multiple relationships because of: a. personal isolation. b. high visibility in the community. c. spending a minimal amount of time traveling between professional engagements. d. coping with the individual relationships.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.06 - Understand ethical challenges in managing multiple relationships in small communities.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: Managing Multiple Relationships in a Small Community 31. Which of the following is a reason for discouraging the practice of accepting friends as clients or of becoming socially involved with clients? a. Therapists may not be as challenging as they need to be with clients they know socially because of a need to be liked and accepted by the client. b. Therapists may be as effective with clients they know socially as they are with clients they have never met before the therapeutic relationship. c. Counselors would always put the clients’ needs above their own because of the social relationship.

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d. Counselors are never at risk of exploiting clients because of the power differential in the therapeutic relationship.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.09 - Describe ethical issues regarding forming social relationships with current or former clients.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: Social Relationships With Clients 32. Which of the following applications of boundaries can be harmful to clients by creating a sterile relationship that works against establishing a positive therapeutic alliance? a. Rigid risk-avoidance b. Lenient wellbeing c. Easy-going secure d. Slippery slope phenomenon ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.05 - Critically evaluate the controversies on boundary issues.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 5 - Human service professionals recognize that multiple relationships may increase the risk of harm to or exploitation of clients and may impair their professional judgment. When it is not feasible to avoid dual or multiple relationships, human service professionals should consider whether the professional relationship should be avoided or curtailed.

OTHER: Perspectives on Boundary Issues 33. Which of the following is a code of ethics in regard to sexual contact that prohibits sexual intimacy with current Copyright Cengage Learning. Powered by Cognero.

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clients or with known members of the client’s family system? a. American Mental Health Counselors Association (2020) b. American Association for Marriage and Family Therapy (2015) c. American Counseling Association (2014) d. American Association for Marriage and Family Therapy (2020) ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.11 - Recognize the ethical and legal aspects of sexual misconduct.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 6 - Sexual or romantic relationships with current clients are prohibited. Before engaging in sexual or romantic relationships with former clients, friends, or family members of former clients, human service professionals carefully evaluate potential exploitation or harm and refrain from entering into such a relationship.

OTHER: Sexual Relationships in Therapy: Ethical and Legal Issues 34. Which of the following statements about giving or receiving gifts is FALSE? a. Lavish gifts certainly present an ethical problem; yet, we can go too far in the direction of trying to be ethical and actually damage the therapeutic relationship. b. It is important to recognize when accepting a gift from a client may be clinically contraindicated and that you be willing to explore this with your client. c. While working with culturally diverse client populations, clinicians often discover that they need to engage in boundary crossing to enhance the counseling relationship. d. It could be more problematic to accept a gift at a later stage of a counseling relationship.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.08 - Formulate guidelines on receiving gifts from clients.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Giving or Receiving Gifts Copyright Cengage Learning. Powered by Cognero.

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35. Which of the following statements is TRUE about bartering? a. Bartering can be a disgraceful and cheap form of payment for those who are cash poor but talented in other ways. b. Bartering is a unhealthy norm in many cultures. c. Bartering is illegal and unethical. d. Bartering can be part of a clearly articulated treatment plan; like other interventions, bartering must be considered in light of the client’s needs, desires, situation, and cultural background.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 07.07 - Explore the pros and cons of bartering for professional services.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .2c - Engage Diversity and Difference in Practice - Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Bartering for Professional Services

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Chapter 08: Professional Competence and Training 1. Which of the following statements is true with respect to counselor competence? a. Practitioners are not required to practice within the boundaries of their competence. b. Only when the therapist completes a doctoral program are they competent to practice with all specialties. c. The practitioner can develop competency by working with professionals with more experience. d. Conferences, workshops, and continuing education are means toward developing objectives.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 2. According to the authors, a good training program encourages students to: a. build on their life experiences and personal strengths, and provides opportunities for expanding selfawareness. b. emphasize skill training without consideration of personal development. c. achieve a high enough GPA to pursue a doctorate. d. specialize in one theory with the techniques and strategies that are unique to that theory.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.04 - Examine ethical issues in training therapists.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, Copyright Cengage Learning. Powered by Cognero.

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OTHER:

language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Ethical Issues in Training Therapists

3. As a part of the process of screening candidates for a therapist training program, counselor educators should complete which of the following: a. provide candidates with information about other students to ensure a good fit. b. encourage candidates to attend programs that other people they know are in. c. place most of the emphasis on candidates’ GRE scores. d. inform candidates they are expected to engage in self-disclosure and to participate in various self-growth activities.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.05 - Understand the basis of screening candidates in training programs.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues in Training Therapists 4. From an ethical perspective, counselor educators and trainers are expected to present varied theoretical positions.

Training programs would do well to offer students: a. a variety of therapeutic techniques and strategies that can be applied to a wide range of problems with diverse clients. b. the opportunity to specialize in one theoretical approach. c. a program with few bureaucratic constraints when teaching. d. the opportunity to learn to diagnose clients to fit the basic concepts of the theory being taught.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.05 - Understand the basis of screening candidates in training programs.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

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OTHER:

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Ethical Issues in Training Therapists

5. The skills and training required to treat clients effectively and appropriately in a specific area of practice, and is both an ethical and legal concept, is the definition for: a. formative assessment. b. summative assessment. c. therapist competence. d. techniques.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 6. Which of the following represents the least degree of regulation of professional practice? a. Certification b. Licensure c. Registration d. Accreditation ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: 08.09 - Articulate the purpose of licensing and credentialing.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Professional Licensing and Certification 7. Which of the following is an end point evaluation typically completed at the end of a professional program or when applying for licensure status? a. Formative assessment b. Summative assessment c. Therapist competence d. Technique ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.02 - Describe what is involved in the assessment of competence.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 8. In which of the following did the Supreme Court consider that the student had been informed of the faculty’s dissatisfaction with their clinical performance, and the student knew that unless they made significant improvement in this area, they would be dismissed from the program? The Court held that the decision to dismiss the student from medical school was based on a careful and deliberate evaluation by the faculty, and thus the student’s dismissal was not a violation of their constitutional rights. a. Board of Curators of the University of Missouri v. Horowitz b. Shuffer v. Trustees of California State Universities and Colleges c. Jablonski v. the United States Copyright Cengage Learning. Powered by Cognero.

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d. Hedlund v. Superior Court ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.08 - Explore issues involved in dismissing students for nonacademic reasons.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Dismissing Students for Nonacademic Reasons 9. Most professional organizations support efforts to: a. require pro bono work at the rate of at least 20% of the work week for all professionals. b. write regulations that encourage competition. c. make continuing education a mandatory condition of relicensing. d. require personality tests from all practitioners to ensure that those who enter the field are in good mental health.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.10 - Gain a greater appreciation of the role continuing education plays in maintaining competence.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Continuing Professional Education and Demonstration of Competence Copyright Cengage Learning. Powered by Cognero.

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10. Which of the following refers to an organized system by which practitioners within a profession assess one another’s services? a. Networking b. Mentoring c. Monitoring d. Peer review ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.10 - Gain a greater appreciation of the role continuing education plays in maintaining competence.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Continuing Professional Education and Demonstration of Competence 11. Recommendations related to due process can assure that the rights of students are upheld if they are dismissed from a program of study; these include which of the following? a. Formulation of clear culturally sensitive policies and procedures related to evaluation, remediation, and dismissal b. Provision of a verbal presentation during orientation of the policies and procedures related to evaluation, remediation, and dismissal c. Ensuring that the hearing board is made up of faculty and staff with no direct knowledge of the students’ case d. Informing students of the dismissal hearing just before it starts to ensure students are not coached ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.08 - Explore issues involved in dismissing students for nonacademic reasons.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

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OTHER:

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Dismissing Students for Nonacademic Reasons

12. In case of which university did the court rule that the student was provided adequate due process, that the university had the obligation to uphold professional standards, that the university’s policies and procedures were enunciated in the graduate catalog and other departmental documents, and that the faculty had followed these procedures? a. University of Missouri b. Southwest Texas State University c. University of Texas d. University of Ohio ANSWER: b POINTS: 1 DIFFICULTY: Difficult QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.08 - Explore issues involved in dismissing students for nonacademic reasons.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Dismissing Students for Nonacademic Reasons 13. Referring clients to other professionals is: a. appropriate when counselors do not have the clinical training or expertise to work with certain clients. b. unethical since it leaves the client feeling abandoned. c. indicative of poor character. d. illegal in some states.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation Copyright Cengage Learning. Powered by Cognero.

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practices and standards, and the effects of public policy on these issues.

United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Therapist Competence: Ethical and Legal Aspects

14. According to the American School Counseling Association, in order to apply knowledge and skills competently: a. professional school counselors must be perfectly healthy. b. professional school counselors must monitor emotional and physical health and practice wellness to ensure optimal professional effectiveness. c. self-care routines must be rigidly adhered to by professional school counselors on a daily basis. d. professional school counselors must attend to physical and emotional well-being more often than mental or spiritual well-being.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 15. Which of the following can be considered a major contributing factor in mental health professionals causing harm to the clients?

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a. Incompetence b. Unconscious impulses of an aggressive nature c. Participation in a training program that is not CACREP accredited d. A decreased emphasis on ethics in training programs ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 16. According to the American Counseling Association, counselors practice only within the boundaries of their competence, based on: a. their knowledge, skills, and practices in the following areas: foundations, diversity and politics, assessment, research and evaluation, and diagnosis. b. psychology that does not currently have methods to readily or reliably assess the performance of professional functions. c. peer review boards or other appropriate bodies. d. their education, training, supervised experience, state and national professional credentials, and appropriate professional experience.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working Copyright Cengage Learning. Powered by Cognero.

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with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Therapist Competence: Ethical and Legal Aspects

17. The CACREP (2016) standards for qualifying as a substance abuse counselor identify specific knowledge, skills, and practices in which of the following areas? a. foundations, contextual dimensions, counseling, prevention, and interventions b. foundations, contextual dimensions, prevention, and counseling c. foundations, preventions, counseling, and intervention d. foundations, preventions, contextual dimensions, and intervention ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 18. When a practitioner has a license, they are: a. competent to work with all populations. b. competent to work with populations he or she had never worked with before. c. not competent to work with all populations. d. finally exempt from having their competence evaluated.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.01 - Clarify how therapist competence is an ethical issue.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws Copyright Cengage Learning. Powered by Cognero.

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and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Therapist Competence: Ethical and Legal Aspects

19. Which of the following is a developmentally informed process that provides useful feedback during one’s training and throughout one’s professional career? a. Formative assessment b. Summative assessment c. Developmentally informed assessment d. Technique assessment ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.02 - Describe what is involved in the assessment of competence.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 20. Those who are responsible for educating and training mental health professionals are ethically and professionally obligated to: a. focus exclusively on mentoring trainees. b. invest all of their efforts into mentoring trainees and being advocates for them and their clients. c. balance their roles as advocate and mentor of trainees with their gatekeeping role. d. focus exclusively on their gatekeeping responsibilities.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.02 - Describe what is involved in the assessment of competence.

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NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 21. When therapists extend the boundaries of their practice, or when they branch out into an area requiring specialty competence, they should: a. be sufficiently prepared if they read books and journal articles pertaining to the new specialty area. b. seek consultation with a competent practitioner. c. return to graduate school and receive another degree. d. gain competence on their own before consulting with other professionals.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.02 - Describe what is involved in the assessment of competence.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Therapist Competence: Ethical and Legal Aspects 22. Which of the following is a voluntary attempt by a group to promote a professional identity? a. Certification b. Licensure c. Registration d. Accreditation ANSWER: a POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.09 - Articulate the purpose of licensing and credentialing.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Professional Licensing and Certification 23. Training programs have a responsibility to do which of the following? a. Honor their commitment to the students they admit b. Protect future graduates who will serve the public c. Screen candidates so the public will be protected from competent practitioners d. Continue evaluating students up to five years after graduation ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.06 - Recognize how to evaluate knowledge, skills, and personal functioning of trainees.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Evaluating Knowledge, Skills, and Personal Functioning 24. When a therapist believes referring a client to be the appropriate course of action due to a lack of competence in the client’s issue: a. it would be considered unethical not to refer them to a more competent therapist. b. accepting or declining the termination should be the client’s choice. c. it is the therapist’s choice to decide when and if termination should take place. d. the therapist should only refer the client if a conflict has been created.

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ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.03 - Ascertain when and how to make referrals.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

OTHER: Therapist Competence: Ethical and Legal Aspects 25. Which of the following determines and governs professional practice? a. Certification b. Licensure c. Registration d. Accreditation ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.09 - Articulate the purpose of licensing and credentialing.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Professional Licensing and Certification 26. A school counselor was working with Quan, whose presenting problem was anxiety pertaining to academic success in college. This was within the scope of the school counselor’s training. However, during the course of therapy, Quan became very depressed and engaged in self-mutilation and other forms of self-destructive behavior. Quan’s counselor recognized that these symptoms and behaviors reflected a problem area that was outside the scope of his practice. Ethical Copyright Cengage Learning. Powered by Cognero.

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practice required that the school counselor: a. attempt to work with Quan’s problems and only refer if he becomes suicidal. b. have another school employee present in all sessions after the discovery is made. c. make a referral to another professional who is competent to treat Quan’s problems. d. make a referral to a substance abuse counselor because all clients with these symptoms are self-medicating.

ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.03 - Ascertain when and how to make referrals.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

OTHER: Therapist Competence: Ethical and Legal Aspects 27. Which of the following is a basic component of practitioner competence? a. Competence b. Techniques c. Accreditation d. Training ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.04 - Examine ethical issues in training therapists.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

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OTHER:

Ethical Issues in Training Therapists

28. If each professional organization developed specific guidelines pertaining to students’ successful completion of a program, faculty in training programs: a. would not have to work as hard to help students understand the material. b. would then have the backing of their professional association in determining the evaluation procedures to be used when decisions regarding retaining or dismissing students are made. c. would have the correct information needed to train students to become therapists. d. would be able to give the students the guidelines to study without training them.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.06 - Recognize how to evaluate knowledge, skills, and personal functioning of trainees.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Evaluating Knowledge, Skills, and Personal Functioning 29. Students should be advised as early as possible if their behavior is problematic, and: a. they should be given direction and opportunities to improve problem areas. b. they should be terminated from the program immediately. c. they should be ridiculed in a public arena. d. they should be allowed to continue without further direction.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.07 - Describe the gatekeeping role of faculty in promoting competence.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, Copyright Cengage Learning. Powered by Cognero.

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experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Gatekeeper Role of Faculty in Promoting Competence

30. Continuing professional education is important because: a. the continuing education schools are in need of the income. b. some practitioners did not receive the information in their educational program; until they attend continuing education programs, they cannot be held responsible for their actions. c. a practitioner’s level of competence may diminish over time; changes in laws pertaining to mental health, evolving ethical standards, and new trends in professional and evidence-based practices continue to be made. d. the information they reveal has never been shared in academic programs before.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 08.10 - Gain a greater appreciation of the role continuing education plays in maintaining competence.

NATIONAL STANDARDS: United States - CACREP .1g - Professional Counseling Orientation and Ethical Practice— Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Continuing Professional Education and Demonstration of Competence

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Chapter 09: Ethical Issues in Supervision 1. Three legal considerations in the supervisory relationship are: a. supervisors’ qualifications, duties, and responsibilities. b. issues with dual relationships, responsibilities, and third-party payers. c. consent of trainees, clients, and third-party payers. d. informed consent, confidentiality and its limits, and liability.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.06 - Discuss legal issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Legal Aspects of Supervision 2. Which of the following is an integral part of your professional training and one way you acquire the competence needed to fulfill your professional responsibilities? a. Multiple relationships b. Counseling c. Supervision d. Gender-role socialization ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.01 - Identify ethical issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Introduction 3. Which of the following is a reason clinical supervisors are increasingly vulnerable to ethical and legal liability?

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a. Clinical supervisors have specialized training in methods of supervision. b. Competent supervisors effectively deal with trainees who exhibit problematic behaviors. c. Psychology and counselor education programs for formal supervisors training are only offered at a master’s level. d. There are no formal courses a clinician can take to become a clinical supervisor.

ANSWER: c POINTS: 1 DIFFICULTY: Difficult QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.05 - Clarify the meaning of becoming a competent supervisor.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Competence of Supervisors 4. Which of the following have a position of influence with their supervisees and operate in multiple roles? a. Co-workers b. Employees c. Supervisees d. Clinical supervisors ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.03 - Describe the roles and responsibilities of supervisors.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Supervisor’s Roles and Responsibilities 5. Which of the following statements is accurate? a. Supervisors are ultimately not responsible, ethically or legally, for the actions of their trainees. b. It is important that supervisors administer more trainees than they can responsibly manage at one time.

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c. Supervisors are not expected to maintain records pertaining to their work with supervisees. d. It is essential that supervisors are familiar with the caseloads of their supervisees.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.03 - Describe the roles and responsibilities of supervisors.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Supervisor’s Roles and Responsibilities 6. Which of the following pertains to the responsibilities supervisors have to oversee the actions of their supervisees? a. Breach of confidentiality b. Breach of informed consent c. Direct liability d. Vicarious liability ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.06 - Discuss legal issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Legal Aspects of Supervision 7. Which of the following is not described in the text as a method of supervision? a. Self-report b. Digital recordings c. Direct observation d. Instructional supervision ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.03 - Describe the roles and responsibilities of supervisors.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Supervisor’s Roles and Responsibilities 8. Through supervision, supervisees gain the experience necessary to become: a. effective Gestalt therapists. b. independent professionals. c. dependent professionals. d. psychoanalysts.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.01 - Identify ethical issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues in Clinical Supervision 9. Susan is in a counselor training program and is infatuated with her supervisor. She has indicated that she is interested in pursuing an intimate relationship. In order to provide adequate supervision for Susan, her supervisor would need to: a. clearly define and maintain ethical, professional, and social relationship boundaries with Susan. b. adopt the role of counselor and work with her therapeutically. c. suggest that she transfer to another training program. d. let Susan know that there is no possibility for intimacy until she graduates from the program.

ANSWER: a POINTS: 1 DIFFICULTY: Medium Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.11 - Grasp the multiple roles and relationships in the supervisory process.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multiple Roles and Relationships in the Supervisory Process 10. Professional codes of ethics for supervisors agree that: a. social interaction with supervisees is essential to effective counselor training. b. all dual or multiple relationships with supervisees are unethical. c. sexual relationships between supervisors and students are unethical unless the student freely consents. d. supervisors occupy a position of power and should not engage in sexual relationships with students.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.11 - Grasp the multiple roles and relationships in the supervisory process.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multiple Roles and Relationships in the Supervisory Process 11. Which of the following is as essential as informed consent in counseling practice? It is beneficial to discuss the rights of supervisees from the beginning of the supervisory relationship in much the same way as the rights of clients are addressed early in the therapy process. a. The supervisory relationship b. The supervisee’s experience c. Clinical supervision d. Informed consent in supervision ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 09.01 - Identify ethical issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues in Clinical Supervision 12. Kenneth is involved in a specialized professional process that involves sharing expertise with others in the helping professions so they can better serve their own clients. He is functioning in the role of a: a. therapist. b. consultant. c. paraprofessional. d. broker.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.03 - Describe the roles and responsibilities of supervisors.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Supervisor’s Roles and Responsibilities 13. Which of the following encompasses the full range of cultural factors, including race, ethnicity, socioeconomic status, ability status, privilege, sexual orientation, spirituality and religion, values, gender, family characteristics and dynamics, country of origin, language, and age? a. Multicultural supervision b. Developmental supervision c. Feminist supervision d. Social-constructivism supervision ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 09.09 - Examine multicultural and diversity issues in supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multicultural and Diversity Issues in Supervision 14. Which of the following can be incurred when the actions of supervisors are the cause for harm? a. Breach of confidentiality b. Breach of informed consent c. Direct liability d. Vicarious liability ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.06 - Discuss legal issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Legal Aspects of Supervision 15. Which of the following occurs when a supervisor has concurrent or consecutive professional or nonprofessional relationships with a supervisee in addition to the supervisor–supervisee relationship? a. Multicultural supervision b. Clinical supervision c. Multiple-role relationships in supervision d. Competence in supervision ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.11 - Grasp the multiple roles and relationships in the supervisory process.

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NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multiple Roles and Relationships in the Supervisory Process 16. To ensure an optimal learning experience, a supervisee is responsible for which of the following: a. coming unprepared to each supervision session. b. being an inactive participant in supervision. c. taking the initiative to ask for what is needed from your supervisor during supervision. d. establishing flexible boundaries with your clients.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.02 - Delineate the responsibilities of supervisees.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues in Clinical Supervision 17. Supervisor behaviors and attitudes that have the potential to be extremely damaging include which of the following? a. Boundary violations and substance abuse b. Availability, accessibility, and technical competence c. Appropriate use of power and well-being d. Professional clinical judgment ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.05 - Clarify the meaning of becoming a competent supervisor.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Competence of Supervisors

18. Leanne began to feel overwhelmed with her job at the counseling center. In addition to her regular duties, she was responsible for supervising all trainees. To manage her time, she spent a disproportionate amount of time with certain trainees and neglected others, assuming they had the skills to fend for themselves. If a client of one of her neglected trainees decided to file a lawsuit, it is likely that Leanne would bear: a. breach of confidentiality. b. breach of informed consent. c. no liability because her employer would be held responsible. d. vicarious and direct liability.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.06 - Discuss legal issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Legal Aspects of Supervision 19. Confidentiality in online supervision is: a. filled with potential problems such as the possibility of computer-savvy individuals hacking into confidential communications between supervisor and supervisee and the risk of confidential content being sent or forwarded to others in error. b. not a concern; online supervision is a better form of supervision than face-to-face. c. discussed in all professional journals; they all agree it is not an issue and online supervision is becoming the best form of supervision. d. may be minimally difficult to adhere to; however, the benefits of online supervision far outweigh the possible breach in confidentiality.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: ISSU.CORE.19.09.07 - Understand the ethical issues unique to online supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues for Online Supervision 20. Olivia, a new supervisor, is creating a template for a supervisory contract she can use with supervisees. In the contract, she should include information related to: a. personal goals and objectives. b. her personal religious and sexual values. c. evaluation of job performance. d. her cultural background and objectives.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.09 - Examine multicultural and diversity issues in supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multicultural and Diversity Issues in Supervision 21. Which of the following topics would be appropriate to discuss during the initial supervisory session? a. The supervisor’s expectations regarding supervisee preparedness for supervisory meetings b. The supervisor’s family status and issues c. The supervisor’s expectations regarding politics d. The supervisor’s marital status and issues ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.01 - Identify ethical issues in clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— Copyright Cengage Learning. Powered by Cognero.

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OTHER:

The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Ethical Issues in Clinical Supervision

22. Effective supervisors understand that: a. a collaborative supervisory relationship, characterized by a strong working alliance, is a key component of effective supervision. b. supervision is not as important as people think. It is the supervisees’ past that makes the difference. c. supervisees may be nervous, but it is not their responsibility to help them work through the nerves to become a better therapist. d. they are competent to supervise trainees in all areas of counseling whether they have experience or not.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.04 - Recognize ethical and effective practices in supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical and Effective Practices of Clinical Supervision 23. Which of the following existing clinical/mental health models fails to meet the needs of school counseling trainees because these models do not address all of the tasks required of school counselors, which include leadership and advocacy? a. Confidentiality b. Competence c. Supervision d. Liability ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.08 - Describe the special issues that arise when supervising school counselors.

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NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Special Issues in Supervision for School Counselors 24. A skilled supervisor balances multiple roles, gives ongoing feedback (both positive and corrective), and supports: a. the development of the supervisee and ensuring that the power differential is clear. b. the interpersonal relationship between supervisor and supervisor’s family. c. the supervisee’s personal life. d. the supervisor’s countertransference to the supervisor’s clients.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.03 - Describe the roles and responsibilities of supervisors.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: The Supervisor’s Roles and Responsibilities 25. In terms of supervision, for which of the following personal concerns is the goal not to solve the trainee’s problem, but to reinforce a supervisee’s efforts to bring it into awareness? a. Trust b. Self-disclosure c. Countertransference d. Acknowledging diversity ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.12 - Address the ethical aspects of combining supervision and counseling.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

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OTHER:

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Multiple Roles and Relationships in the Supervisory Process

26. Supervisors are independently experimenting with using technology to: a. decrease their liability by supervising many trainees at one time. b. improve the breadth and depth of services offered to supervisees and clients. c. become inept at utilizing technology in their supervisory relationships because it will not become a necessity. d. begin educating on technology-assisted distance supervision because all states now have clear and in-depth regulations for this issue.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: ISSU.CORE.19.09.07 - Understand the ethical issues unique to online supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues for Online Supervision 27. With increasing numbers of problems and a greater responsibility for the mental health needs of children and adolescents: a. it makes sense for school counselors to be licensed to carry a concealed weapon while on a school campus. b. it is important to build larger juvenile detention centers to admit children and adolescents who misbehave in school in order to lessen the chance of a major breakdown, which could injure well-behaved children and/or adolescents. c. it is important for school counselors to adhere to the state laws and refuse to work at a school where violence is prevalent. d. it makes sense for schools to examine carefully ways to develop clinical supervision programs.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.08 - Describe the special issues that arise when supervising school counselors.

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NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Special Issues in Supervision for School Counselors 28. Differences in culture, ethnicity, religion, age, gender, and sexual orientation: a. could have a negative influence on the supervisory relationship if not understood and integrated. b. could allow the supervisory relationship the opportunity for molding the supervisee into what the supervisor believes to be a better person. c. would have no effect on the supervisory relationship. d. are immediate reasons to request a referral to a different supervisor, similar to the therapist–client relationship.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.10 - Understand how gender-role socialization affects clinical supervision.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Multicultural and Diversity Issues in Supervision 29. In general, supervision should address trainees’ personal concerns: a. on a daily basis. b. only to the extent that they may impede their ability to work with clients effectively. c. when the trainee is experiencing personal difficulties. d. never.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.12 - Address the ethical aspects of combining supervision and counseling.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

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OTHER:

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Multiple Roles and Relationships in the Supervisory Process

30. Which of the following is an excellent way to build supervision opportunities in school settings? a. Provide suggestions for improvement rather than give directives b. Establish community linkages between local schools and university faculty c. Be available for supervision consistently d. Incorporate informed consent in practices ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 09.08 - Describe the special issues that arise when supervising school counselors.

NATIONAL STANDARDS: United States - CACREP .1m - Professional Counseling Orientation and Ethical Practice— The role of counseling supervision in the profession.

United States - EPAS Competency .1e - Demonstrate Ethical and Professional Behavior— Use supervision and consultation to guide professional judgment and behavior.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Special Issues in Supervision for School Counselors

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Chapter 10: Issues in Theory and Practice 1. Contemporary theories of counseling: a. are grounded on assumptions that are a part of Eastern culture. b. emphasize the uniqueness of the individual, self-assertion, and ego strength. c. focus on interdependence and losing self in the totality of the cosmos. d. emphasizes the social and cultural facts of human existence.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.01 - Articulate how developing a counseling style relates to ethical practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Developing a Counseling Style 2. Practicing counseling without an explicit theoretical rationale is somewhat like: a. driving a car with a GPS device. b. trying to sail a boat without a rudder. c. flying a plane without a co-pilot. d. taking a train ride.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.01 - Articulate how developing a counseling style relates to ethical practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working Copyright Cengage Learning. Powered by Cognero.

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OTHER:

with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Developing a Counseling Style

3. When a counselor works in a managed care system, a client’s goals need to be: a. long-term and all encompassing. b. aimed at character reconstruction. c. geared toward helping the client gain insight into his or her problems and move toward self-actualization. d. highly specific, limited to reduction of problematic symptoms, and often aimed at teaching coping skills.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.01 - Articulate how developing a counseling style relates to ethical practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Developing a Counseling Style 4. Which of the following is a general term covering the process of identifying an emotional or behavioral problem and making a statement about the current status of a client? a. Medical diagnosis b. Differential diagnosis c. Psychodiagnosis d. Cognitive appraisal ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.03 - Grasp the ethical, clinical, and cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

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OTHER:

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Assessment and Diagnosis as Professional Issues

5. Practitioners who argue AGAINST diagnosis: a. claim that DSM labels stigmatize people. b. are likely to be psychoanalytically oriented therapists. c. often work in community mental health centers. d. are likely to work for a managed care system.

ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.03 - Grasp the ethical, clinical, and cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 6. Practitioners must have a clear understanding of __________ and have a sense of the expected outcomes of their interventions. a. the creativity behind the techniques they employ b. the client’s family members c. the techniques they use d. the client’s entire life story ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 10.02 - Understand the ethical issues involved in using techniques.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .7d - Assess Individuals, Families, Groups, Organizations, and Communities—Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

United States - NOHS Standard 18 - Human service professionals describe the effectiveness of treatment programs, interventions and treatments, and/or techniques accurately, supported by data whenever possible.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: The Use of Techniques in Counseling 7. Feminist therapists have challenged the DSM system and proposed alternatives for making meaningful assessments.

Therapists who question the usefulness of traditional diagnosis make which of the following observations? a. Because the emphasis is on pathology, deficits, limitations, problems, and symptoms, individuals are encouraged to find and utilize their strengths, assets, competencies, and abilities. b. Diagnosis is typically done by an expert observing a person’s behavior and experience from an external viewpoint, without reference to what they mean to the client. c. Diagnostic categories can maximize the uniqueness of the client. d. It is based on a systemic approach that says the source of distress is within the entire system, rather than on the individual.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.04 - Describe the theoretical perspectives on assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 8. It is an ethical, and sometimes legal, obligation of therapists to be mindful that a medical evaluation is many times indicated. Which of the following is a reason to refer for a medical evaluation? a. Phobia b. Family discord Copyright Cengage Learning. Powered by Cognero.

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c. Bipolar disorder d. Marital discord ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.07 - Identify ethical and legal issues in diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 9. Empirical research __________ the centrality of the therapeutic relationship as a primary factor contributing to psychotherapy outcomes. a. downplays b. exaggerates c. consistently supports d. inconsistently supports ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.02 - Understand the ethical issues involved in using techniques.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .7d - Assess Individuals, Families, Groups, Organizations, and Communities—Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

United States - NOHS Standard 18 - Human service professionals describe the effectiveness of treatment programs, interventions and treatments, and/or techniques accurately, supported by data whenever possible.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: The Use of Techniques in Counseling 10. According to professional ethical principles on testing, it would be unethical for a counselor to: Copyright Cengage Learning. Powered by Cognero.

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a. perform testing and assessment services for which they have not been adequately trained. b. develop, administer, score, interpret, or use assessment procedures that are appropriate for the situation. c. test within the client’s socialized behavioral or cognitive patterns. d. consider the validity of a given test and interpret data in the context of the cultural characteristics of the client.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.09 - Understand the practice of using tests in counseling.

NATIONAL STANDARDS: United States - CACREP .7a - Assessment and Testing—Historical perspectives concerning the nature and meaning of assessment and testing in counseling.

United States - EPAS Competency .7d - Assess Individuals, Families, Groups, Organizations, and Communities—Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Using Testing in Counseling 11. Which of the following is based on Western American assumptions (such as individualism and universalism), which limits its usefulness among different cultural groups? a. The DSM b. V-codes c. Confidentiality d. Informed consent ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.08 - Examine cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 12. Which of the following refers to the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences?

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a. Feminist therapy b. Evidence-based practice c. Behavior practice d. Systemic therapy ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.10 - Comprehend the ethical issues pertaining to evidenced-based therapy practice.

NATIONAL STANDARDS: United States - CACREP .8b - Research and Program Evaluation—Identification of evidence-based counseling practices.

United States - EPAS Competency .9b - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Evidence-Based Therapy Practice 13. The purpose of using a technique is to: a. facilitate movement. b. impress clients with your creativity and skill. c. help clients rationalize their feelings. d. trigger strong emotions.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.02 - Understand the ethical issues involved in using techniques.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .7d - Assess Individuals, Families, Groups, Organizations, and Communities—Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

United States - NOHS Standard 18 - Human service professionals describe the effectiveness of treatment programs, interventions and treatments, and/or techniques accurately, supported by data whenever possible.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: The Use of Techniques in Counseling 14. Maria, a Mexican-American woman, will live with her parents until she marries. A culturally competent and sensitive Copyright Cengage Learning. Powered by Cognero.

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counselor will understand that: a. Maria’s parents are enmeshed in her life. b. it might be that Maria is afraid to live alone. c. Maria must move out of her parents’ home if she wants to be a truly healthy individual. d. this may be a result of gender-role expectations in Maria’s family and not enmeshment.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.08 - Examine cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 15. Not possessing the competence to use the DSM-5 appropriately raises an ethical issue. Practitioners who use the DSM diagnosis must be trained. This training requires learning more than diagnostic categories; it involves: a. understanding V- and D-codes. b. knowing how to make a diagnosis fit criteria accepted by an insurance company. c. knowing how to work within some kind of diagnostic and assessment framework but not needing a clear picture of the client’s problem. d. knowing personality theory, psychopathology, and seeing how they relate to therapeutic practice.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.07 - Identify ethical and legal issues in diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in Copyright Cengage Learning. Powered by Cognero.

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OTHER:

methods which are known to be the best fit for the population(s) with whom they work.

Assessment and Diagnosis as Professional Issues

16. A theoretical orientation is best described as: a. a rigid framework that provides specific steps of how to conduct a counseling session. b. a set of general guidelines that counselors can use to make sense of what they are hearing and what needs to change. c. a conceptualization of the intrapsychic structures that dictate a client’s behavior. d. a set of techniques that can be used to promote behavioral changes.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.01 - Articulate how developing a counseling style relates to ethical practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Developing a Counseling Style 17. Which of the following is the best predictor of treatment outcome? a. The client’s motivation b. Severity of the client’s symptoms c. Cost d. The relationship between therapist and client ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.10 - Comprehend the ethical issues pertaining to evidenced-based therapy practice.

NATIONAL STANDARDS: United States - CACREP .8b - Research and Program Evaluation—Identification of evidence-based counseling practices.

United States - EPAS Competency .9b - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are Copyright Cengage Learning. Powered by Cognero.

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OTHER:

conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

Evidence-Based Therapy Practice

18. Evidence-based practice is often associated with: a. cognitive-behavioral approaches because they are the most extensively researched psychotherapies. b. psychodynamic therapy because it falls under the category of evidence-based practice. c. therapeutic interventions that are not considered “evidence-based practices” and are unethical. d. clinical practice that should not be based on the best available research.

ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.10 - Comprehend the ethical issues pertaining to evidenced-based therapy practice.

NATIONAL STANDARDS: United States - CACREP .8b - Research and Program Evaluation—Identification of evidence-based counseling practices.

United States - EPAS Competency .9b - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Evidence-Based Therapy Practice 19. Which of the following uses assessment to understand the client’s pattern of thinking and identify self-defeating beliefs? a. Feminist therapy b. Cognitive-behavioral approaches c. Behavior therapy d. Systemic therapies ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.04 - Describe the theoretical perspectives on assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other Copyright Cengage Learning. Powered by Cognero.

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historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Assessment and Diagnosis as Professional Issues

20. In order to ensure you are practicing in a culturally sensitive manner when administrating or interpreting tests, it is important to pay attention to which of the following? a. Select any test, even if you are not familiar with the specific test. b. Assume any stance for evaluating your tests after completed. c. Select, with your client’s help, appropriate tests while keeping in mind cultural issues with testing. d. Give clients the test scores only, suggesting they look online for results.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.09 - Understand the practice of using tests in counseling.

NATIONAL STANDARDS: United States - CACREP .7a - Assessment and Testing—Historical perspectives concerning the nature and meaning of assessment and testing in counseling.

United States - EPAS Competency .7d - Assess Individuals, Families, Groups, Organizations, and Communities—Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Using Tests in Counseling 21. Which of the following statements has been supported by research? a. Therapy is helpful to a small selection of clients. b. Most people achieve some change relatively quickly in therapy. c. In general, the various therapeutic approaches achieve various outcomes. d. People change more due to specific factors.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.10 - Comprehend the ethical issues pertaining to evidenced-based therapy practice.

NATIONAL STANDARDS: United States - CACREP .8b - Research and Program Evaluation—Identification of evidence-based counseling practices.

United States - EPAS Competency .9b - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Evidence-Based Therapy Practice Copyright Cengage Learning. Powered by Cognero.

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22. The acronym DSM-5 stands for: a. Diagnostic and Statistical Manual of Mental Disorders: 5th Edition b. Diagnostic and Statistical Manual of Mental Diseases: 5th Edition c. Diagnostic and Statistical Manual of Muscle Disorders: 5th Edition d. Deviant Syndromes Manual: Treatment and Remediation: 5th Edition ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.03 - Grasp the ethical, clinical, and cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 23. Which of the following consists of evaluating the relevant factors in a client’s life to identify themes for further exploration? a. Differential diagnosis b. Psychological diagnosis c. Assessment d. Psychometric testing ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.03 - Grasp the ethical, clinical, and cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, Copyright Cengage Learning. Powered by Cognero.

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language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Assessment and Diagnosis as Professional Issues

24. The clinical interview serves which of the following purposes? a. Providing abstract information about the client b. Providing no historical factors that may be contributing to the client’s condition c. Providing a framework for making a differential diagnosis to determine whether an individual suffers from a particular mental disorder d. Providing the actual outcome of treatment ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.03 - Grasp the ethical, clinical, and cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 25. Which of the following believe that many symptoms stem from problems within the system, rather than originating in the individual? a. Cognitive behavioral therapists b. Cognitive therapists c. Family systems therapists d. Psychoanalysts ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.04 - Describe the theoretical perspectives on assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of Copyright Cengage Learning. Powered by Cognero.

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assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

Assessment and Diagnosis as Professional Issues

26. Katie has just accepted her first position as a counselor in a community agency. An agency policy requires her to conduct an intake interview with each client, determine a diagnosis, and establish a treatment plan—all in the first session.

Once a diagnosis is established, clinicians have a maximum of five more sessions with a given client. What ethical and legal standards are possibly broken? a. Those requiring professionals to assess a client for at least five sessions before diagnosing b. Those requiring professionals to assess and diagnose clients carefully and accurately before commencing any intervention c. Those requiring professionals to forgo diagnosing a client in order to treat the problem properly d. Those requiring professionals to pick a diagnosis that fits a criteria for insurance reimbursement ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.07 - Identify ethical and legal issues in diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 27. Counselors must give extra attention to avoid misdiagnosing and pathologizing certain cultural groups. In order to avoid these issues, counselors need to consider carefully: a. all aspects of clients’ culture without considering clients’ past and present life circumstances. b. the clients’ past and present life circumstances only. c. the clients’ decisions in life with no regard of culture. d. the ways in which clients’ socioeconomic and cultural experiences can influence behavior, including the presentation of symptoms.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 10.08 - Examine cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 28. Which of the following refers to the process of distinguishing one form of mental disorder from another by determining which of two (or more) disorders with similar symptoms the person has? a. Differential diagnosis b. Psychological diagnosis c. Assessment d. Psychometric testing ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.03 - Grasp the ethical, clinical, and cultural issues in assessment and diagnosis.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 29. Which of the following were developed for a wide range of psychological disorders? Their success ushered in the movement toward empirically supported treatments and evidence-based practice. a. Family systems therapies b. Cognitive therapies c. Treatment manuals d. Behavioral therapies ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.10 - Comprehend the ethical issues pertaining to evidenced-based therapy practice.

NATIONAL STANDARDS: United States - CACREP .8b - Research and Program Evaluation—Identification of evidence-based counseling practices.

United States - EPAS Competency .9b - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Evidence-Based Therapy Practice 30. Developing an approach to counseling is an ongoing and fluid process. Counselors in training tend to be drawn to a particular theory initially but modify it as they gain experience. Ultimately, your counseling orientation and style must: a. include some aspects of psychoanalytic theory. b. be appropriate for the unique needs of your clients and for the type of counseling you do. c. be a combination of all theories in the counseling field. d. be appropriate for some clients; other clients will change to fit your counseling orientation and style.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.01 - Articulate how developing a counseling style relates to ethical practice.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Developing a Counseling Style 31. The movement toward grounding psychotherapy practice on a scientific foundation led to the concept of: a. differential diagnosis. b. psychometric testing. c. psychological diagnosis. d. empirically supported treatments.

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ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.10 - Comprehend the ethical issues pertaining to evidenced-based therapy practice.

NATIONAL STANDARDS: United States - CACREP .8b - Research and Program Evaluation—Identification of evidence-based counseling practices.

United States - EPAS Competency .9b - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Evidence-Based Therapy Practice 32. Practitioners who favor the use of diagnostic procedures argue that such procedures enable the therapists to: a. attach a label to the client, which stigmatizes them. b. identify a diagnosis that will follow the client for the rest of their life, possibly keeping them from being accepted by any future insurance company. c. identify a particular emotional or behavioral disorder, which helps in designing an appropriate treatment plan. d. pick and choose which symptoms truly fit the client’s problems in order to create a diagnosis that will be reimbursed by insurance and remain on the client’s record for possible future problems.

ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.05 - Explain the arguments for diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 33. Which of the following, when assigned to clients, can have implications for their employment or future employability status? a. Diagnosis b. Empirically supported treatment Copyright Cengage Learning. Powered by Cognero.

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c. Assessment d. Treatment manual ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.06 - Clarify the arguments against diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues 34. It is important to understand the common __________ used in your profession, even if you choose not to use them in your practice. a. diagnoses b. assessment tools c. confidentiality d. informed consent ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.09 - Understand the practice of using tests in counseling.

NATIONAL STANDARDS: United States - CACREP .7a - Assessment and Testing—Historical perspectives concerning the nature and meaning of assessment and testing in counseling.

United States - EPAS Competency .7d - Assess Individuals, Families, Groups, Organizations, and Communities—Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

United States - NOHS Standard 31 - Human service professionals continually seek out new and effective approaches to enhance their professional abilities and use techniques that are conceptually or evidence based. When practicing techniques that are experimental or new, they inform clients of the status of such techniques as well as the possible risks.

OTHER: Using Testing in Counseling 35. Therapists have a legal, professional, and ethical obligation to assess whether clients may: a. become completely healthy mentally within six sessions of treatment, never needing therapy again. b. be covered by insurance only. c. complete a treatment plan, including their goals for therapy, before the initial assessment.

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d. pose a danger to themselves or others.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 10.05 - Explain the arguments for diagnosis.

NATIONAL STANDARDS: United States - CACREP .7l - Assessment and Testing—Use of assessment results to diagnose developmental, behavioral, and mental disorders.

United States - EPAS Competency .7b - Assess Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Assessment and Diagnosis as Professional Issues

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Chapter 11: Ethical Issues in Couples and Family Therapy 1. The family systems perspective is grounded on the assumption that a client’s problematic behavior may be: a. an individual problem that needs to be resolved before the family can meet in a group. b. the issue that is keeping the family in crisis. c. a symptom of dysfunctional patterns handed down across generations. d. a result of the individual’s maladjustment and psychosocial development.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.01 - Understand the basic premises involved in the systems theory perspective.

NATIONAL STANDARDS: United States - CACREP .5a - Counseling and Helping Relationships—Theories and models of counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: The Systems Theory Perspective 2. Key concepts such as collectivism, interdependence, family embeddedness and connectedness, hierarchies of relationship, and multigenerational perspectives are more familiar concepts in __________ cultures. a. non-Western b. Western c. Northern d. non-Northern ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.01 - Understand the basic premises involved in the systems theory perspective.

NATIONAL STANDARDS: United States - CACREP .5a - Counseling and Helping Relationships—Theories and models of counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: The Systems Theory Perspective 3. Competence in working with couples and families only comes with: Copyright Cengage Learning. Powered by Cognero.

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a. a graduate course in family systems therapy. b. fully resolving one’s own family-of-origin issues. c. years of training and supervision. d. natural ability to think systemically.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.02 - Identify key ethical standards in working with couples and families.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Ethical Standards in Couples and Family Therapy 4. Which of the following, with regard to family-of-origin issues, is particularly critical for family therapists? a. Self-knowledge b. Learning basic counseling techniques c. Learning and practicing specialties d. Understanding effective intervention techniques ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.04 - Describe some contemporary professional issues in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Contemporary Professional Issues 5. Gender-sensitive models of training family therapists are aimed at: a. raising consciousness concerning the role of cultural and ethnic factors in influencing the outlooks and behaviors of individuals and families.

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b. overcoming trainees’ gender bias and sex-role stereotyping. c. understanding the collaborative nature of family therapy. d. direct clinical contact with all members of the family system.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.06 - Explain the themes involved in gender-sensitive couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Gender-Sensitive Couples and Family Therapy 6. Most family therapy training programs employ both didactic and experiential methods and supervised practice.

Experiential methods include: a. classroom lectures and readings. b. both personal therapy and working with issues of one’s own family of origin. c. films and videotapes of family therapy sessions. d. discussion.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.04 - Describe some contemporary professional issues in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Contemporary Professional Issues 7. Natalie is a marital therapist who believes that marriage is a sacred institution. She is dedicated to preserving marital relationships whenever possible. She is working with a couple who are attempting to resolve their problems even though they have also considered the possibility of divorce. One could expect that she: Copyright Cengage Learning. Powered by Cognero.

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a. would set her values aside and work with any decision that her clients chose to make about their marriage. b. would place the primary focus on helping each person examine what is the best course of action for themselves. c. might let it be known that she believes in the preservation of marriage and would urge the couple to work on their issues. d. would consider divorce as a viable option if the couple is unhappy with their relationship.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.05 - Clarify how therapist values can be an ethical issue in couples and family work NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Values in Couples and Family Therapy 8. Which of the following works, along with other processes, are encouraged by most family therapy training programs and are designed to engage students with their own family-of-origin issues? a. Anagram b. Genogram c. Famogram d. Pathogram ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.02 - Identify key ethical standards in working with couples and families.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Ethical Standards in Couples and Family Therapy Contemporary Professional Issues 9. Which of the following is a sex-biased response to problems presented in couples’ therapy? a. Assuming that remaining married may not be the best choice for a woman Copyright Cengage Learning. Powered by Cognero.

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b. Demonstrating equal interest in both the woman’s career and the man’s career c. Encouraging couples to accept the fact that child rearing is primarily the responsibility of the mother d. Having the same reaction to a woman’s extramarital affair as a man’s affair ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.06 - Explain the themes involved in gender-sensitive couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Gender-Sensitive Couples and Family Therapy 10. Which of the following statements about differing perspectives on confidentiality with multiple clients is FALSE? a. “Hidden agendas” are seen as material that should be brought out into the open during a couples or family session. b. Therapists should not divulge in a family session any information given to them by individuals in private sessions. c. Therapists should inform clients that any information given during private sessions will be divulged as they see fit in accordance with the greatest benefit to the family. d. Family therapists are exempt from reporting information that could harm the family system, including if there is a concern that a family member may do self-harm or harm another person.

ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.02 - Identify key ethical standards in working with couples and families.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Confidentiality in Couples and Family Therapy Ethical Standards in Couples and Family Copyright Cengage Learning. Powered by Cognero.

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Therapy 11. Which of the following has become the main practice within the broad field of family therapy? Its efficacy is well established in hundreds of randomized controlled trials? a. Individual therapy b. Couples therapy c. Family consultation d. Online supervision ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: ISSU.CORE.19.11. 07 - Recognize and understand the responsibilities of couples and family therapists.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Responsibilities of Couples and Family Therapists 12. Which of the following statements is consistent with the values that create the basis for the feminist perspective on family therapy? a. Therapists should use their power over clients to make them do what they are told. b. Therapists should help demystify differences between partners when examining the power differential in their relationship. c. Therapists should not challenge traditional gender roles and the impact this socialization has on relationships and families. d. Therapists should educate clients on the benefits of our patriarchal society and encourage them to continue in these gender roles.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.06 - Explain the themes involved in gender-sensitive couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to Copyright Cengage Learning. Powered by Cognero.

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OTHER:

engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Gender-Sensitive Couples and Family Therapy

13. Many believe it is wise to have a __________ when counseling couples due to the complexity of the work. a. “no secrets” policy b. attorney c. hidden agenda d. three-year contract ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.08 - Appreciate the complexity of confidentiality in family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Confidentiality in Couples and Family Therapy 14. Charles, a couples’ therapist, recently met with a new couple seeking his services. During their initial meeting, Charles learned that the wife and husband are both in individual therapy. As an ethical practitioner, he should: a. ask his new clients’ permission to consult with their individual therapists. b. not ask to consult with their therapists since it is none of his business. c. not accept them as clients so as to avoid any ethical conflicts. d. make it a condition that they stop meeting with their individual therapists if they want his services.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.05 - Clarify how therapist values can be an ethical issue in couples and family work NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and Copyright Cengage Learning. Powered by Cognero.

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OTHER:

additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

Values of Couples and Family Therapists

15. Which of the practitioners described below would be an effective family therapist? a. One who demonstrates acceptance, interest, and caring b. One who is timid and follows the rules c. One who downplays the influence of diversity d. One who is unassertive and lacks confidence ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.04 - Describe some contemporary professional issues in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Contemporary Professional Issues 16. Which of the following approaches to supervision is a necessary dimension of training for therapists who want to work with families? a. Adlerian b. Family-of-origin c. Object relations d. Attachment theory-based ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.02 - Identify key ethical standards in working with couples and families.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

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OTHER:

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Ethical Standards in Couples and Family Therapy

17. Family therapy training programs have which three current professional issues in the methods of training? a. Trainers, personal, and academic b. Trainers, accountability, and experiential c. Personal, accountability, and experiential d. Personal, academic, and experiential ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.04 - Describe some contemporary professional issues in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Contemporary Professional Issues 18. Which of the following is an essential piece of information the family practitioner must provide before each individual agrees to participate in family therapy? a. The individual who will be identified as the source of the problems b. The purpose of therapy, what can be expected, and the option to withdraw at any time c. That the “identified patient” is the only patient in family therapy d. The risks of negative outcomes ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.03 - Understand the role of informed consent in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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OTHER:

Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

Informed Consent in Couples and Family Therapy

19. In which therapy are sexist attitudes and patriarchal assumptions examined for their impact on family relationships? a. Narrative b. Gender-sensitive couples and family c. Reality d. Brief solution-focused ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.06 - Explain the themes involved in gender-sensitive couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Gender-Sensitive Couples and Family Therapy 20. Feminists remind us that patriarchy has: a. positive effects on both women and men. b. negative effects on both women and men. c. positive effects on women and negative effects on men. d. negative effects on women and positive effects on men.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 11.06 - Explain the themes involved in gender-sensitive couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Gender-Sensitive Couples and Family Therapy 21. Patricia, a family therapist, has adopted an egalitarian philosophy to guide her practice. A Korean couple comes to her to address concerns they have about their teenage daughter. When asked about their home life, they acknowledge that they hold traditional roles and values and that the household chores are entirely left to the females in the family. Patricia should: a. challenge their values immediately since they are probably contributing to the problems with their daughter. b. explore with the couple how satisfied they are with the current division of labor. c. convince the husband to try washing the dishes and cleaning the house. d. suggest that the females in the family enroll in an assertiveness training group.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.06 - Explain the themes involved in gender-sensitive couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Gender-Sensitive Couples and Family Therapy 22. In the case of domestic violence, clinicians agree that conducting couples therapy while there is ongoing domestic violence: a. is unethical and presents a potential danger to the abused. b. is a clinically sound idea. c. is about as effective as conducting couples therapy when abuse is not occurring. d. is illegal, but not unethical.

ANSWER: a POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.07 - Recognize and understand the responsibilities of couples and family therapists.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Responsibilities of Couples and Family Therapists 23. Yolanda is an experienced therapist who tends to feel more compassionate toward the female members of the families she counsels. What are the most salient ethical issues involved in this case? a. Yolanda may be inclined, because of her bias, to collude with some family members against others, or otherwise contribute to dysfunctional family system dynamics. b. Yolanda has been practicing for many years, so her competence should not be questioned. c. Yolanda seems to advocate for those with less power in the family structure, so her stance is actually beneficial for all members of the families with whom she works. d. Yolanda must be in a same-sex relationship, which is unsanctioned by the professional organization in which she is a member.

ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.05 - Clarify how therapist values can be an ethical issue in couples and family work NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Values in Couples and Family Therapy 24. Some people are reluctant to engage in family therapy because: a. they are not qualified for therapy due to minimal symptoms.

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b. they are mandated by law not to attend therapy. c. they fear they will be the main target of the sessions and will suffer negative consequences from having divulged certain information. d. they are difficult people and want to undermine their family.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.03 - Understand the role of informed consent in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

OTHER: Informed Consent in Couples and Family Therapy 25. Counselors who work with couples and families can practice more ethically if they are aware of which of the following: a. the work history. b. the effects of heterosexism. c. the impact of gender stereotyping. d. the nontraditional, and possibly unethical, treatments.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.06 - Explain the themes involved in gender-sensitive couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Gender-Sensitive Couples and Family Therapy Copyright Cengage Learning. Powered by Cognero.

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26. In working with couples and families, opportunities for ethical practice are increased by combining a systems perspective with traditional approaches. Due to the paradigm shift in the field of psychology to accommodate the changing needs of service recipients: a. the family systems perspective must focus on individualism, autonomy, and independence. b. systemic approaches must be taught side-by-side with individualistic approaches because many cultural groups are collectivistic. c. the idea that the identified client’s problem is a symptom of the individual’s maladjustment and psychosocial development must be reinforced. d. the therapist must view the individual’s behavior in the session only.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.01 - Understand the basic premises involved in the systems theory perspective.

NATIONAL STANDARDS: United States - CACREP .5a - Counseling and Helping Relationships—Theories and models of counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: The Systems Theory Perspective 27. Which of the following is raised in establishing criteria of psychosocial dysfunction, assessing the problems of the identified patient in the family context, and devising treatment strategies? a. Ethical issues b. Informed consent c. A “no secrets” policy d. Family consultation ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.05 - Clarify how therapist values can be an ethical issue in couples and family work NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS STANDARD 7 - Human service professionals ensure that their values or biases are not imposed upon their clients.

OTHER: Values in Couples and Family Therapy Copyright Cengage Learning. Powered by Cognero.

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28. Which of the following views psychological and relational problems as arising from within the individual’s present environment and the intergenerational family system? a. Family consultation b. Informed consent c. A “no secrets” policy d. Systems theory ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.01 - Understand the basic premises involved in the systems theory perspective.

NATIONAL STANDARDS: United States - CACREP .5a - Counseling and Helping Relationships—Theories and models of counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: The Systems Theory Perspective 29. Which of the following is a critical ethical issue in individual psychotherapy and a necessary part of the practice of couples and family therapy? a. Family consultation b. Informed consent c. A “no secrets” policy d. Systems theory ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.03 - Understand the role of informed consent in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1i - Professional Counseling Orientation and Ethical Practice— Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

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OTHER:

Informed Consent in Couples and Family Therapy

30. Which of the following is an issue that the dynamics of couples therapy often involves? a. Separation and divorce b. Education on the best dating habits c. Education on feelings of professional failures d. A compulsive habit ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 11.04 - Describe some contemporary professional issues in couples and family therapy.

NATIONAL STANDARDS: United States - CACREP .1k - Professional Counseling Orientation and Ethical Practice— Strategies for personal and professional self-evaluation and implications for practice.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Contemporary Professional Issues

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Chapter 12: Ethical Issues in Group Work 1. Which of the following refers to “the fair and equitable distribution of power, resources, and obligations in society to all people, regardless of race, gender, ability, status, sexual orientation, and religious or spiritual background”? a. Confidentiality b. Diversity c. Informed consent d. Social justice ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.06 - Describe guidelines for multicultural and social justice competence in group work NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Ethical Issues in the Diversity Training of Group Workers 2. In addition to learning about ethical decision making regarding dilemmas encountered in group work, three other experiences are suggested as adjuncts to a training program for group workers. Which of the following is one of these experiences? a. Personal experience in an experiential group b. Survey of evidence-based practice c. Psychoanalytic therapy d. Individual supervision ANSWER: a POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.01 - Grasp the key ethical aspects in the training and supervision of group leaders.

NATIONAL STANDARDS: United States - CACREP .6a - Group Counseling and Group Work—Theoretical foundations of group counseling and group work.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

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OTHER:

Ethical Issues in Training and Supervision of Group Leaders

3. Which of the following are addressed by ASGW in their guidelines for training group workers and various other guidelines to increase their knowledge and skills in developing competence in addressing both these issues? a. Knowledge and skill b. Liability and skill c. Multiculturalism and social justice d. Knowledge and liability ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.06 - Describe guidelines for multicultural and social justice competence in group work NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Ethical Issues in the Diversity Training of Group Workers 4. Which of the following is a process of presenting basic information about group treatment to potential group members to enable them to decide whether or not to join a group? a. Confidentiality b. Diversity c. Informed consent d. Social justice ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.08 - Discuss ethical issues in forming a group.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

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OTHER:

Ethical Issues in Forming and Managing Groups

5. With respect to confidentiality, group leaders have a responsibility to do which of the following? a. Have vague means and limits b. Never explain its importance c. Inform members of the difficulties involved in enforcing it d. Explain it is not mandatory, but a voluntary process ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.12 - Understand the role and limitations of confidentiality in groups.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Confidentiality in Groups 6. Which of the following is considered to be one of the characteristics of diversity sensitive group work? a. Group counselors use predetermined norms no matter the cultural differences. b. Group counselors take on the roles of family and community hierarchies within a client’s culture. c. Group counselors treat all members as if they are the same and have the same values. d. Group counselors acquire the knowledge and skills necessary for effectively working with the diverse range of members in their groups.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.05 - Explain ethical issues in diversity training for group workers.

NATIONAL STANDARDS: United States - CACREP .6f - Group Counseling and Group Work—Types of groups and other considerations that affect conducting groups in varied settings.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Ethical Issues in the Diversity Training of Group Workers Copyright Cengage Learning. Powered by Cognero.

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7. Gail feels like she has not accomplished what she wanted in her therapy group and has decided to leave. Gail’s therapist needs to: a. encourage her to explain why she wants to leave to other group members. b. encourage her to leave before her negative attitude affects other members of the group. c. put undue pressure on her to stay in group. d. inspire other members to pressure her to stay.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.08 - Discuss ethical issues in forming a group.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Forming and Managing Groups 8. Which of the following is TRUE in regard to group ethics? a. As a rule, group leaders should conduct only those types of groups for which they have been trained. b. The legal concept of privileged communication applies in group settings the same as it applies to individual sessions. c. Group leaders are not obliged to inform psychiatric hospital patients that they are documenting group sessions. d. Parents and guardians have the legal right to all communications that have occurred in groups for minors.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.10 - Clarify ethical issues in working with involuntary group members NATIONAL STANDARDS: United States - CACREP .6f - Group Counseling and Group Work—Types of groups and other considerations that affect conducting groups in varied settings.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an Copyright Cengage Learning. Powered by Cognero.

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OTHER:

informed consent statement and provide appropriate consent.

Ethical Issues in Forming and Managing Groups

9. When participation in a group is part of a counseling master’s program, safeguards must be in place to manage boundaries and reduce the risk of harm to students. These safeguards include which of the following? a. Systematic instructor evaluations b. Problematic behaviors c. Informed consent of students d. Group training ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.01 - Grasp the key ethical aspects in the training and supervision of group leaders.

NATIONAL STANDARDS: United States - CACREP .6a - Group Counseling and Group Work—Theoretical foundations of group counseling and group work.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Training and Supervision of Group Leaders 10. The fact that groups can be powerful catalysts for __________ means that they can also be risky. a. skill competencies b. personal change c. professional codes d. didactic course work ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.11 - Delineate some psychological risks involved in group participation.

NATIONAL STANDARDS: United States - CACREP .6f - Group Counseling and Group Work—Types of groups and other considerations that affect conducting groups in varied settings.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and Copyright Cengage Learning. Powered by Cognero.

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should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

Ethical Issues in Forming and Managing Groups

11. Which phase of group work may be the one that leaders handle most ineptly? a. Initial b. Transition c. Working d. Final (termination) ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.13 - Describe what is involved in ethical and effective termination in group work.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues Concerning Termination 12. Which of the following are basic for group workers who hope to practice ethically and responsibly? a. Techniques and theory b. Status and privilege c. Social justice and advocacy competencies d. Influence and outcome ANSWER: c POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.03 - Summarize privacy and confidentiality issues involved with social media in group work.

NATIONAL STANDARDS: United States - CACREP .6f - Group Counseling and Group Work—Types of groups and other considerations that affect conducting groups in varied settings.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of Copyright Cengage Learning. Powered by Cognero.

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multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Social Media in Group Work: Confidentiality and Privacy Considerations

13. People with traumatic brain injuries, paranoid individuals, hypochondriacs, acutely psychotic individuals, and antisocial personalities are considered poor candidates for a: a. heterogeneous outpatient intensive therapy group. b. inpatient therapy group. c. group dealing with specific issues such as addiction, brain injuries, personality disorders, and psychosis. d. group created for their specific issue.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.09 - Identify ethical issues in screening and selecting members of a group.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Forming and Managing Groups 14. Research in group counseling and psychotherapy notes that evidence-based practice reflects a commitment to what works, not on what theory applies. Groups should incorporate three pillars, which include which of the following? a. Clinician characteristics b. Client experience c. Best available evidence d. Frequent use of behavioral techniques ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.14 - Differentiate between evidence-based practice and practice-based evidence in group work.

NATIONAL STANDARDS: United States - CACREP .6e - Group Counseling and Group Work—Approaches to group formation, including recruiting, screening, and selecting members.

United States - EPAS Competency .4a - Engage in Practice-informed Research and Research-informed Practice—Use practice experience and theory to inform scientific inquiry and research.

United States - NOHS Standard 30 - Human service professionals promote the continuing Copyright Cengage Learning. Powered by Cognero.

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development of their profession. They encourage membership in professional associations, support research endeavors, foster educational advancement, advocate for appropriate legislative actions, and participate in other related professional activities.

How to Determine What Works in a Group

15. Group workers must remain current and increase their knowledge and skills through specific activities. These include: a. watching the group participants interact. b. watching the news every day for global information. c. participating in various personal and professional development activities. d. isolating.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.01 - Grasp the key ethical aspects in the training and supervision of group leaders.

NATIONAL STANDARDS: United States - CACREP .6a - Group Counseling and Group Work—Theoretical foundations of group counseling and group work.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Training and Supervision of Group Leaders 16. Groups remain a powerful intervention tool: a. mostly for school-aged children and adolescents. b. primarily for adults dealing with a host of issues and stressors. c. primarily for older adults dealing with geriatric concerns. d. across the life span, positively impacting childhood, adult, and geriatric disorders.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.01 - Grasp the key ethical aspects in the training and supervision of group leaders.

NATIONAL STANDARDS: United States - CACREP .6a - Group Counseling and Group Work—Theoretical foundations of group counseling and group work.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation Copyright Cengage Learning. Powered by Cognero.

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conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Ethical Issues in Training and Supervision of Group Leaders

17. Potential drawbacks to the co-leadership model include: a. leaders who complement and balance each other. b. competition between leaders. c. independence of the co-leader. d. effective communication.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.07 - Recognize some ethical considerations involved in coleadership of groups.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Considerations in Coleadership 18. Dan and Rachel have been assigned to work together as co-leaders of an anxiety disorders group. In order to be effective models for their group members, they should: a. seek supervision only if issues arise between them. b. explore their personal beliefs and perspectives about sharing facilitation duties. c. inspire each other by competing to develop the most creative techniques. d. depend heavily on each other.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.07 - Recognize some ethical considerations involved in coleadership of groups.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Copyright Cengage Learning. Powered by Cognero.

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United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Ethical Considerations in Coleadership

19. When addressing disability considerations in group work, which of the following should be recognized? a. Counselors should not be concerned about their own bias towards individuals with disabilities. b. Counselors and group members should limit the amount of sharing of specific disabilities. c. It is important to understand who is leading the group with disabilities. d. It is important to recognize the potential of people with disabilities.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.04 - Identify several ethical considerations in group work with people with disabilities.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Addressing Disability Considerations in Group Work 20. Which of the statements below is TRUE about the informed consent process in groups? a. There is no such thing as providing too much information to group members at one time. b. Experienced group members have the responsibility of ensuring that new members become aware of their rights and responsibilities as group participants. c. Clients should be informed at the outset that informed consent is an ongoing process and that various aspects of the consent process may need to be revisited at different stages of a group. d. A very lengthy informed consent process that emphasizes the legalistic aspects of group work is ideal.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.08 - Discuss ethical issues in forming a group.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Copyright Cengage Learning. Powered by Cognero.

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Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Ethical Issues in Forming and Managing Groups

21. The authors believe that some type of screening, which involves interviewing and evaluating potential members, should be employed to select suitable members for a group. What question needs to be pondered when screening prospective group members? a. If I do not allow this person to become a member of this group, what consequences may I face as a leader? b. Is it appropriate for this person to become a participant in this type of group, with this leader, at this time? c. Do I like this person? d. What are the odds that this person will make the dynamics interesting in this particular group?

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.09 - Identify ethical issues in screening and selecting members of a group.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Forming and Managing Groups 22. How do the authors describe their approach to orienting group members to the group experience before it begins? a. They provide minimal structure and little discussion of group guidelines and expectations. b. They avoid a discussion of fears so as to not scare timid members. c. They explore the members’ expectations, clarify goals and objectives, discuss procedural details, explore the possible risks and values of group participation, and discuss guidelines for getting the most from a group experience. d. They avoid discussing the limitations of group work so as to not diminish the power of the group experience.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 12.09 - Identify ethical issues in screening and selecting members of a group.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Forming and Managing Groups 23. Which of the following is considered a benefit of group supervision? a. Group supervision of several group leaders at one time can be ineffective. b. Group supervision increases the skill development of trainees. c. Group supervision is only important for monitoring the quality of care of those who participate. d. Group supervision is part of the process and development of any group.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.01 - Grasp the key ethical aspects in the training and supervision of group leaders.

NATIONAL STANDARDS: United States - CACREP .6a - Group Counseling and Group Work—Theoretical foundations of group counseling and group work.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Training and Supervision of Group Leaders 24. The development of multicultural and cross-cultural competence for group psychotherapists has emerged as a(n)________. a. option, but not a necessity b. ethical imperative c. lower priority than it used to be d. reason to extend training programs by an extra year ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.06 - Describe guidelines for multicultural and social justice competence in group work NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Ethical Issues in the Diversity Training of Group Workers 25. Which of the following statements is TRUE? a. Since confidentiality cannot be guaranteed in a group, it is not an ethical issue for group practitioners. b. Confidentiality is a concern for therapists holding group psychotherapy, but not for those running other types of groups. c. Groups are invariably determined to be less effective than individual psychotherapy in helping clients. d. The ethical, legal, and professional aspects of confidentiality have a different application in group situations.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.12 - Understand the role and limitations of confidentiality in groups.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Confidentiality in Groups 26. Which of the following is recommended by Spotts-De Lazzer to help manage your presence on social media platforms? a. Due to the changes in social media policies, there is no need to update your settings. b. Include clear and through social networking policies in your informed consent process. c. Share anything you like on your social media accounts. d. Make sure you follow and accept all “friend” requests from your clients.

ANSWER: b POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.03 - Describe guidelines for multicultural and social justice competence in group work.

NATIONAL STANDARDS: United States - CACREP .6f - Group Counseling and Group Work—Types of groups and other considerations that affect conducting groups in varied settings.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Social Media in Group Work: Confidentiality and Privacy Considerations 27. Neglecting the process of which of the following can easily leave the members with unfinished work and will limit opportunities for them to conceptualize what they learned from a group experience? a. Informed consent b. Termination c. Practice-based evidence d. Evidence-based practice ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.13 - Describe what is involved in ethical and effective termination in group work.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 26 - Human service professionals seek the training, experience, education, and supervision necessary to ensure their effectiveness in working with culturally diverse individuals based on age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressive groups. In addition, they will strive to increase their competence in methods which are known to be the best fit for the population(s) with whom they work.

OTHER: Ethical Issues Concerning Termination 28. Which of the following is an evidence-based practice that monitors client change and identifies modifications needed to enhance the therapeutic endeavor? a. Feedback-informed treatment b. Practice-based evidence c. Evidence-based practice d. Termination ANSWER: a POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.14 - Differentiate between evidence-based practice and practice-based evidence in group work.

NATIONAL STANDARDS: United States - CACREP .6e - Group Counseling and Group Work—Approaches to group formation, including recruiting, screening, and selecting members.

United States - EPAS Competency .4a - Engage in Practice-informed Research and Research-informed Practice—Use practice experience and theory to inform scientific inquiry and research.

United States - NOHS Standard 30 - Human service professionals promote the continuing development of their profession. They encourage membership in professional associations, support research endeavors, foster educational advancement, advocate for appropriate legislative actions, and participate in other related professional activities.

OTHER: How to Determine What Works in a Group 29. Which of the following may make you misinterpret patterns of behavior displayed by group members who are culturally different from you? a. Social justice b. Confidentiality c. Informed consent d. Cultural tunnel vision ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.06 - Describe guidelines for multicultural and social justice competence in group work NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Ethical Issues in the Diversity Training of Group Workers 30. When __________ in a student arises, the group counselor-educator has multiple responsibilities to limit the risk of harm: to the individual student, to the other students in the experiential group, and to the training program. a. appropriate behavior b. proper boundaries c. problematic behavior d. healthy self-exploration ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: 12.01 - Grasp the key ethical aspects in the training and supervision of group leaders.

NATIONAL STANDARDS: United States - CACREP .6a - Group Counseling and Group Work—Theoretical foundations of group counseling and group work.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Training and Supervision of Group Leaders 31. Which of the following uses data generated from clients during treatment to inform the process and outcome of treatment? a. Practice-based evidence b. Evidence-based practice c. Follow-up d. Termination ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.14 - Differentiate between evidence-based practice and practice-based evidence in group work.

NATIONAL STANDARDS: United States - CACREP .6e - Group Counseling and Group Work—Approaches to group formation, including recruiting, screening, and selecting members.

United States - EPAS Competency .4a - Engage in Practice-informed Research and Research-informed Practice—Use practice experience and theory to inform scientific inquiry and research.

United States - NOHS Standard 30 - Human service professionals promote the continuing development of their profession. They encourage membership in professional associations, support research endeavors, foster educational advancement, advocate for appropriate legislative actions, and participate in other related professional activities.

OTHER: How to Determine What Works in a Group 32. Implications of group members communicating with their therapists and other group members via social media may include: a. decreased risk of breach of confidentiality. b. decreased risk of breach of privacy. c. lack of technological skills and knowledge to protect information that is intended to remain private creates a risk of making this information public for all to see. d. addressing parameters of online behavior through informed consent and establishing ground rules regarding members’ commitment to avoid posting pictures, comments, or any type of confidential information about other members online.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.03 - Summarize privacy and confidentiality issues involved with social media in group work.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Social Media in Group Work: Confidentiality and Privacy Considerations 33. Legal limits of confidentiality in a group setting include which of the following? a. If a member does not fully participate b. When a counselor is working under supervision and discusses a client with the supervisor c. If a counselor suspects infidelity d. When mandated by a court to release information ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.09 - Identify ethical issues in screening and selecting members of a group.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 3 - Human service professionals protect the client’s right to privacy and confidentiality except when such confidentiality would cause serious harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

OTHER: Confidentiality in Groups 34. Ethical practice demands that group practitioners inform prospective participants of the potential risks involved in the group experience and reduce unnecessary psychological risks. A variety of factors or events result in members having a negative group experience. Which of the following is a factor or event? a. Leader support b. Appropriate disclosure timing c. Aggressive leadership style d. Clarity about group norms Copyright Cengage Learning. Powered by Cognero.

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ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 12.11 - Delineate some psychological risks involved in group participation.

NATIONAL STANDARDS: United States - CACREP .6f - Group Counseling and Group Work—Types of groups and other considerations that affect conducting groups in varied settings.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 2 - Human service professionals obtain informed consent to provide services to clients at the beginning of the helping relationship. Clients should be informed that they may withdraw consent at any time except where denied by court order and should be able to ask questions before agreeing to the services. Clients who are unable to give consent should have those who are legally able to give consent for them review an informed consent statement and provide appropriate consent.

OTHER: Ethical Issues in Forming and Managing Groups 35. Which of the following, in a group, raises a different set of ethical issues, one being that the negative attitudes of some members can contaminate the entire group experience? a. Voluntary participation b. Supported participation c. Mandatory participation d. Group norm participation ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: ISSU.CORE.19.12.07 - Clarify ethical issues in working with involuntary group members.

NATIONAL STANDARDS: United States - CACREP .6g - Group Counseling and Group Work—Ethical and culturally relevant strategies for designing and facilitating groups.

United States - EPAS Competency .1a - Demonstrate Ethical and Professional Behavior— Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Issues in Forming and Managing Groups

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Chapter 13: Community and Social Justice Perspective 1. Which of the following services aims to reduce the mental and physical health problems of the population as a whole by influencing public policy? a. Direct community b. Indirect community c. Community organization d. Community counseling ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.03 - Describe the types of community and client interventions.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

OTHER: The Community Mental Health Orientation 2. Direct client services focus on: a. outreach activities. b. client advocacy. c. consultation. d. influencing policymakers.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.03 - Describe the types of community and client interventions.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

OTHER: The Community Mental Health Orientation 3. Counselors who base their practice on aspirational ethics oppose all forms of: a. community services.

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b. discrimination and oppression. c. client support systems. d. codes of ethics.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.04 - Explain what is required by the social justice perspective.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .3a - Advance Human Rights and Social, Economic, and Environmental Justice—Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

OTHER: Social Justice Perspective 4. Nakita is an African-American mother of four who has had difficulty finding housing in a safe community. Lisa, her social worker, suspects that racial discrimination is involved and takes Nakita to sites that she has previously screened for availability. In this case, Lisa is acting as an: a. evaluator. b. adviser. c. advocate. d. ombudsman.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.05 - Understand the goals of the social justice perspective.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - CACREP .2c - Social and Cultural Diversity—Multicultural counseling competencies.

United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - EPAS Competency .3a - Advance Human Rights and Social, Economic, and Environmental Justice—Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

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their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

Social Justice Perspective

5. In which role do counselors assist clients in recognizing oppressive forces in the community as a source of their problem and teach their clients strategies for developing political power to bring about change in the clients’ social and physical environment? a. Change agent b. Consultant c. Adviser d. Ombudsman ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.03 - Describe the types of community and client interventions.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

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6. Counselors can encourage ethnic minority clients to learn skills they can use to interact successfully with various forces in their community by acting as their: a. advocate. b. broker. c. adviser. d. consultant.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.08 - Identify alternative roles in a community perspective.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

OTHER: Roles of Helpers Working in the Community 7. Tony, a recently relocated Mexican-American man, is seeking help from a Spanish-speaking organization designed to meet the needs of newly arriving legal immigrants. Tony is quite depressed, but reluctant to talk to his counselor about his problems. The counselor refers him to an indigenous resource who is more likely to be trusted by Tony. He was most likely referred to: a. a paraprofessional worker. b. either religious leaders and institutions, energy healers, or respected community leaders. c. an intern from a counseling program. d. a community organizer.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.08 - Identify alternative roles in a community perspective.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

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qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

Roles of Helpers Working in the Community

8. Chong is a legal immigrant who is having posttraumatic stress symptoms as a result of his experiences in Laos. He may be reluctant to use the available counseling resources because he: a. harbors the attitude that he cannot take charge of his own life. b. may perceive the resources as culturally insensitive. c. is able to recognize his problems. d. has an easy to understand approach.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.08 - Identify alternative roles in a community perspective.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

OTHER: Roles of Helpers Working in the Community 9. Which of the following is relevant to all communities, but particularly to underserved communities? By addressing the cause of the problem within the community, we can help change the lives of many individuals—not just the one person sitting in our office or clinic. a. Community workers b. Community agencies c. Community approach d. Community work ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.02 - Articulate why a community perspective is important to the counselor.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life Copyright Cengage Learning. Powered by Cognero.

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OTHER:

experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Why a Community Perspective Is a Concern for Counselors

10. Many professionals struggle with the issue of how to work within a system while retaining their dignity, vitality, and convictions. The most important component in any effort to bring about change is to: a. examine their attitude and focus on the things that can be changed. b. start the process of changing the system by speaking to the director of the organization. c. make assumptions about the reasons for the problems in the organization. d. scold those who appear to be at the root of the problem.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.10 - Explore ways of working within a system.

NATIONAL STANDARDS: United States - CACREP .2a - Social and Cultural Diversity—Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

OTHER: Working Within a System 11. Which of the following includes any institution—public or private, nonprofit or for-profit—designed to provide a wide range of social and psychological services to the community? a. Community perspective b. Community workers c. Community agencies d. Community work ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.01 - Define the concept of the community as client.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of Copyright Cengage Learning. Powered by Cognero.

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multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Introduction

12. Which of the following refers to a diverse pool of human service workers whose primary duties include serving individuals within the community in a variety of community groups? These workers include social workers, community organizers and developers, clinical mental health counselors, psychologists, psychiatrists, nurses, counselors, couples and family therapists, artists, activists, clergy persons, human service workers with varying degrees of education and training, and residents involved in the community. a. Community perspective b. Community workers c. Community agencies d. Community work ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.01 - Define the concept of the community as client.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Introduction 13. In regard to advocacy competencies, which of the following statements is FALSE? a. Ethical practice requires counselors to assume an advocacy role that is focused on affecting public opinion, public policy, and legislation. b. Practitioners need to develop an awareness of their own beliefs and attitudes regarding social issues and marginalized populations, the scope of their knowledge, and their level of skill at intervening within the different domains of advocacy. c. Multicultural competence is essential in understanding the cultural relevance and appropriateness of advocacy interventions as counselors bring their own attitudes and beliefs to the sociopolitical history of their communities. d. Counselors who have a social justice advocacy perspective demonstrate minimal leadership abilities and do not understand the importance of speaking out.

ANSWER: d POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.06 - Enumerate the advocacy competencies.

NATIONAL STANDARDS: United States - CACREP .2c - Social and Cultural Diversity—Multicultural counseling competencies.

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United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Advocacy Competencies

14. The goal of counseling from a social justice perspective is: a. to promote the empowerment of people who are marginalized and oppressed in our society. b. to study each agency’s philosophy and policies. c. to be prepared to conduct intensive medical treatment. d. to promote the empowerment of people who are not marginalized and oppressed.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.05 - Understand the goals of the social justice perspective.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .3a - Advance Human Rights and Social, Economic, and Environmental Justice—Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

OTHER: Social Justice Perspective 15. Which of the following approaches focuses on problems to be solved and holes to fill? It is concerned more with maintaining rather than changing conditions and is oriented toward fixing problems rather than preventing them. a. Developmental b. Community c. Service d. Individual ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.09 - Examine ways to become involved in the community and promote change.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

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United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

Promoting Change in the Community

16. Which of the following is “a comprehensive helping framework that is grounded in multicultural competence and oriented toward social justice”? a. Community agencies b. Community counseling c. Community perspective d. Community workers ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.03 - Describe the types of community and client interventions.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

OTHER: The Community Mental Health Orientation 17. Mario’s job entails going to middle schools within the county to run counseling groups for students identified as having the potential for aggression. He is providing: a. direct client services. b. indirect client services. c. direct community services. d. indirect community services.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.03 - Describe the types of community and client interventions.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

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OTHER:

The Community Mental Health Orientation

18. Prevention programs that help people develop a wider range of competencies, such as interpersonal skills training or marriage education, are considered: a. direct client services. b. indirect client services. c. direct community services. d. indirect community services.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.03 - Describe the types of community and client interventions.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

OTHER: The Community Mental Health Orientation 19. The process of systemic change can be defined as: a. increasing personal awareness and making better choices for oneself. b. increasing public awareness, affecting public policy, and influencing legislation. c. an impossible and futile goal. d. replacing one system or method with a new and improved system or method, which is relatively easy to do.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.03 - Describe the types of community and client interventions.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

OTHER: The Community Mental Health Orientation 20. Which of the following involves access and equity to ensure full participation in the life of a society, particularly for those who have been systematically excluded on the basis of race/ethnicity, gender, age, physical or mental disability, Copyright Cengage Learning. Powered by Cognero.

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education, sexual orientation, socioeconomic status, or other characteristics of background or group membership? This involves addressing the realities of oppression, privilege, and social inequities. a. Case management b. Ego-psychology c. Social interest d. Social justice ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.04 - Explain what is required by the social justice perspective.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .3a - Advance Human Rights and Social, Economic, and Environmental Justice—Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

OTHER: Social Justice Perspective 21. When working with marginalized groups in our society, which of the following perspectives is most enhanced (a) when mental health professionals can understand how individual and systemic worldviews shape clinical practice and (b) when they are equipped with organizational and system knowledge, expertise, and skills? a. Social justice b. Case management c. Ego-psychology d. Social interest ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.04 - Explain what is required by the social justice perspective.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .3a - Advance Human Rights and Social, Economic, and Environmental Justice—Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

OTHER: Social Justice Perspective 22. When counselors use their skills to help clients challenge institutional barriers that impede their personal, social, academic, or career goals, they are: a. overstepping their boundaries. b. functioning as advocates.

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c. widely seen as hypocrites. d. going above and beyond their role requirements.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.06 - Enumerate the advocacy competencies.

NATIONAL STANDARDS: United States - CACREP .2c - Social and Cultural Diversity—Multicultural counseling competencies.

United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

United States - NOHS Standard 17 - Human service professionals accurately represent their qualifications to the public. This includes, but is not limited to, their abilities, training, education, credentials, academic endeavors, and areas of expertise. They avoid the appearance of misrepresentation or impropriety and take immediate steps to correct it if it occurs.

OTHER: Advocacy Competencies 23. Counselors can also reach out to the community outside of the counseling setting by: a. volunteering at nonprofit organizations in their local area. b. working with the social service agencies. c. becoming a school counselor. d. continuing their education.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.07 - Recognize the main responsibilities of helping professionals in a community setting.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Copyright Cengage Learning. Powered by Cognero.

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Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Roles of Helpers Working in the Community

24. Which of the following is also referred to as social justice, entails a paradigm shift beyond the individual, represents a proactive concern with advocacy and social change, and focuses on changing systems and policies on multiple levels? a. Community orientation b. Systems inequity c. Fifth force d. Social change ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.04 - Explain what is required by the social justice perspective.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .3a - Advance Human Rights and Social, Economic, and Environmental Justice—Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

OTHER: Social Justice Perspective 25. The foundation of all ethical practice is promoting the welfare of clients. Overlooking the abilities, strengths, and resources within the community is a great disservice to the individuals we serve. If we hope to bring about significant changes within individuals and communities, we: a. need to use community resources as a way to accelerate therapy. b. must change the people affected by these conditions so they will accept them. c. need to change the conditions that affect people rather than change the people affected by these conditions. d. must not work with client problems in their cultural context.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.01 - Define the concept of the community as client.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

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United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Introduction

26. In regard to helpers working in the community, providing services in __________ may be clinically and ethically indicated and may be most beneficial to clients. a. mental health offices b. mental health institutions c. school counselor offices d. nontraditional settings outside the office ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.07 - Recognize the main responsibilities of helping professionals in a community setting.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

OTHER: Roles of Helpers Working in the Community 27. Mental health professionals must move forward and beyond the traditional approach of focusing solely on the intrapsychic, accept and recognize the impact of sociopolitical factors on our clients and their families, and determine how our advocacy can effectively address those issues. Part of their ethical and moral obligation is to: a. decide how they will work within the system and how they can get the most out of it for themselves. b. advocate with the aim of creating a just society in which all people have equal opportunities and resources to strive toward their personal goals. c. fail to support the philosophy and policies of agencies where they work. d. change the agency’s norms, values, and expectations to match their own.

ANSWER: b POINTS: 1 DIFFICULTY: Medium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.12 - Understand the relationship between community workers and agencies.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Copyright Cengage Learning. Powered by Cognero.

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Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

Working Within a System

28. Which of the following approaches is grounded on strengths, focuses on assets and capacities, promotes capability and power, changes conditions, and is aimed at prevention? This approach builds on identifying resources within the individual, the group, or the community that can be more fully activated. a. Service b. Community c. Developmental d. Individual ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.09 - Examine ways to become involved in the community and promote change.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 16 - Human service professionals advocate for social justice and seek to eliminate oppression. They raise awareness of underserved population in their communities and with the legislative system.

OTHER: Promoting Change in the Community 29. Which of the following struggle to function in society due to immobilizing PTSD symptoms, substance abuse, and low social support? a. Currently enlisted soldiers b. Homeless veterans c. Future soldiers d. Nonmilitary college students ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: ISSU.CORE.19.13 01 - Define the concept of the community as client.

NATIONAL STANDARDS: United States - CACREP .2b - Social and Cultural Diversity—Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

United States - EPAS Competency .2a - Engage Diversity and Difference in Practice—Apply Copyright Cengage Learning. Powered by Cognero.

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and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

United States - NOHS Standard 11 - Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Introduction

30. Which of the following is a strategy or skill that counselors can use to be effective advocates within a system? a. Learn about organizational systems b. Recognize the situation as unacceptable and adjust to the situation c. Recognize the situation as unacceptable and change it d. Determine what skills you already have and apply them to the system ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 13.11 - Clarify how to be an advocate for change in a system.

NATIONAL STANDARDS: United States - CACREP .2h - Social and Cultural Diversity—Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

United States - EPAS Competency .6a - Engage with Individuals, Families, Groups, Organizations, and Communities—Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

United States - NOHS Standard 15 - Human service professionals provide a mechanism for identifying client needs and assets, calling attention to these needs and assets, and assisting in planning and mobilizing to advocate for those needs at the individual, community, and societal level when appropriate to the goals of the relationship.

OTHER: Working Within a System

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Chapter 01: Introduction to Professional Ethics 1. Which of the following is concerned with perspectives of right and proper conduct and involves an evaluation of actions on the basis of some broader cultural context or religious standard? a. Ethical conduct b. Community standards c. Morality d. Professionalism ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.04 - Explain the difference between law and ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Code of Ethics 2. Robert runs into the office, unprepared and frustrated because he is late for his weekly appointment with a client. He is consistently late for his appointments. His behavior is: a. immoral. b. illegal. c. unethical. d. unprofessional.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.05 - Differentiate between aspirational ethics and mandatory ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation Copyright Cengage Learning. Powered by Cognero.

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conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Ethical Decision Making

3. James and Mary attended counseling for marital problems. The counselor decided to meet each partner in an individual session before meeting them as a couple. James confided that he was HIV positive and was not going to tell his spouse because she would know that he had been unfaithful. The counselor decided to break confidentially after their attempts to encourage James to inform his wife of his condition were unsuccessful. The counselor's action: a. was legal and ethical. b. may be considered ethical, but the practitioner could be in violation of a legal standard. c. was unethical but legal. d. was ethical and meets the American Counseling Association standard regarding contagious diseases, which states that practitioners must report when a client is HIV positive.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.05 - Differentiate between aspirational ethics and mandatory ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 4. Elizabeth, a beginning practitioner, counsels in a manner in which she merely acts in compliance with the law and follows minimal ethical standards. She is at the first level of ethical functioning, which is: a. personal ethics. b. aspiration ethics. c. mandatory ethics. d. basic ethics.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.05 - Differentiate between aspirational ethics and mandatory ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Copyright Cengage Learning. Powered by Cognero.

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Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Ethical Decision Making

5. The basic purpose of professional codes of ethics is to: a. provide a mechanism for professional accountability. b. protect professionals from lawsuits. c. set standards that must be followed no matter the situation. d. enhance the image of the helping professions.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.01 - Identify common themes of ethics codes.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 6. A formal complaint was filed against Harry for sexually harassing a female client. As a repeat offender, he was previously warned that a major sanction would be imposed if he continued his unethical actions. The ethics committee of the professional association to which he belongs most likely recommended that Harry: a. be suspended with pay for one week. b. resign from this job. c. work without supervision on his word that he will not harass any client again. d. be expelled from the organization.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.04 - Explain the difference between law and ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 7. The guiding moral principle that promotes self-determination or self-governing for decision making is called __________. a. nonmaleficence b. autonomy c. beneficence d. justice ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.06 - Apply the six moral principles to ethical dilemmas.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 8. The guiding moral principle that refers to doing good for others and promoting well-being is called __________. a. nonmaleficence b. autonomy c. beneficence d. justice Copyright Cengage Learning. Powered by Cognero.

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ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.06 - Apply the six moral principles to ethical dilemmas.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 9. Richard is counseling a male client and encouraging him to go to college even though he is expected to take care of his aging parents. Which basic moral principle is Richard violating in making ethical decisions? a. Nonmaleficence b. Autonomy c. Beneficence d. Fidelity ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.06 - Apply the six moral principles to ethical dilemmas.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 10. Jan, a tragedy survivor, is covered for six sessions by her insurance. Her counselor is in private practice and knows that Jan needs more sessions. She decides to offer Jan her services pro bono. In making the ethical decision to ensure that Copyright Cengage Learning. Powered by Cognero.

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her client has equal access to services, the counselor is using the basic moral principal of __________. a. fidelity b. justice c. nonmaleficence d. autonomy ANSWER: b POINTS: 1 QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.06 - Apply the six moral principles to ethical dilemmas.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 11. Expulsion or suspension of members from professional associations: a. has no effect on the member. b. cannot be appealed. c. is never reported in the journals of the professional associations. d. is a major sanction.

ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.04 - Explain the difference between law and ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

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Professional Codes of Ethics

12. In an attempt to convince her young client to practice safe sex, Valerie fabricated her own statistics and facts about the hazards of unprotected sex. In this instance, Valerie violated the principle of: a. fidelity. b. veracity. c. beneficence. d. justice.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.06 - Apply the six moral principles to ethical dilemmas.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 13. Which of the following models of ethical decision-making focuses primarily on the social aspects of decision making and redefines the process as being interactive rather than intrapsychic? a. Social constructionist b. Transcultural integrative c. Feminist d. Sociocultural ANSWER: a POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.07 - Recognize the steps in working through an ethical dilemma.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, Copyright Cengage Learning. Powered by Cognero.

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and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Steps in making ethical decisions

14. Ethics codes tend to be: a. reactive rather than proactive. b. no longer relevant. c. clear and direct. d. proactive rather than reactive.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.02 - Understand the limitations of codes of ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 15. Reporting requirements in codes: a. are specific and follow state laws and regulations. b. may not align with state laws or regulations. c. may not align with state laws but align with state regulations. d. should align with state laws but not align with state regulations.

ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.02 - Understand the limitations of codes of ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws Copyright Cengage Learning. Powered by Cognero.

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and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Professional Codes of Ethics

16. Which kind of ethics describes the highest standards of thinking and a professional’s willingness to reflect on the effects their interventions may have on the welfare of their clients? a. Mandatory b. Principle c. Aspirational d. Positive ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.05 - Differentiate between aspirational ethics and mandatory ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 17. Ethics that focuses on how professionals can harm clients as well as on how therapists can do better at helping clients is called __________. a. mandatory b. principle c. aspirational d. positive ANSWER: d POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.05 - Differentiate between aspirational ethics and mandatory ethics.

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NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 18. The first essential step toward ethical decision-making is: a. identifying the problem or dilemma. b. knowing the applicable laws. c. choosing a solution. d. reviewing the process.

ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.07 - Recognize the steps in working through an ethical dilemma.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Steps in Making Ethical Decisions 19. Which of the following is limited in providing meaningful assistance to clinicians who are concerned with practicing at the highest level of ethical functioning? a. A community standard b. A professionalism standard c. A consultation approach d. A rule-based approach ANSWER: d POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.03 - Describe three objectives fulfilled by codes of ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 20. Which of the following statements is true with regard to ethical codes? a. Issues can be handled solely by relying on ethics codes. b. Conflicts sometimes emerge within ethics codes and among various organizations’ codes. c. Ethics codes tend to be proactive rather than reactive. d. Codes do not conflict with institutional policies and practices.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.02 - Understand the limitations of codes of ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 21. When practitioners weigh multiple and often competing demands and goals, they must use their: a. attorneys to help them work through ethical issues. b. former advisors as sounding boards. c. professional judgment. d. common sense.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.03 - Describe three objectives fulfilled by codes of ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 22. Which of the following is included in the major duties of regulating boards? a. Completing initial investigations into the ethical practice of new members to determine the possibility of unethical practice in the future b. Screening applications to determine appropriate candidates for the professional organization who will practice ethically c. Determining standards for admission into the profession d. Conducting evaluations of members’ financial stability ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.04 - Explain the difference between law and ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 23. When a complaint is lodged against a member of a professional organization, the ethics committee __________. a. launches an investigation and deliberates on the case Copyright Cengage Learning. Powered by Cognero.

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b. dismisses specific charges within the complaint c. imposes sanctions nine times out of ten d. transfers the case to law enforcement ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.04 - Explain the difference between law and ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 24. Which ethical model addresses the need for including cultural factors in the process of resolving ethical dilemmas? a. Transcultural constructionist b. Social constructionist c. Transcultural integrative d. Feminist ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.07 - Recognize the steps in working through an ethical dilemma.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Steps in Making Ethical Decisions Copyright Cengage Learning. Powered by Cognero.

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25. Autonomy refers to the __________. a. promotion of self-determination and self-governing b. avoidance of doing harm to clients c. act of increasing client dependency d. process used to lead a client to a specific decision ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.06 - Apply the six moral principles to ethical dilemmas.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making 26. Which of the following shows the common themes among the ethics codes of the various professional organizations? a. Being interested in the welfare of clients, avoiding harm and exploitation, and protecting client’s confidentiality and privacy b. Practicing outside the scope of one’s competence and utilizing mandatory ethics c. Avoiding discrimination of client ethnicity while providing minimal services d. Acting ethically responsible and focused on limiting professional sanctions ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.01 - Identify common themes of ethics codes.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the Copyright Cengage Learning. Powered by Cognero.

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OTHER:

values of obeying the law and the values of serving people and may decide to initiate social action.

Professional Codes of Ethics

27. Each major mental health professional organization has its own code of ethics; however, most of these codes are __________. a. specific and informative, giving answers to all ethical dilemmas b. broad and general, and do not provide specific answers to ethical dilemmas c. not necessary to obtain or read d. old and outdated, not pertaining to current ethical dilemmas ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.01 - Identify common themes of ethics codes.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 28. For exercising ethical responsibility, ethics codes are __________. a. unnecessary b. necessary but not sufficient c. cookbooks d. non-limiting ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.01 - Identify common themes of ethics codes.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Copyright Cengage Learning. Powered by Cognero.

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OTHER:

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Professional Codes of Ethics

29. Which of the following helps practitioners expand their awareness and clarify their values in dealing with the challenges of their work? a. Reading and reflecting on the standards b. Meditation and relaxation c. Years of experience d. Reading self-help books ANSWER: a POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.03 - Describe three objectives fulfilled by codes of ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 30. Obtaining consultation is important because __________. a. it creates a safety net when our actions are unethical b. it is better to have someone else know who your client is in case something happens c. it can uncover ideas that you have not considered, and it can also help you gain objectivity d. it is stated as essential in our personal code of ethics ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.07 - Recognize the steps in working through an ethical dilemma.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

Copyright Cengage Learning. Powered by Cognero.

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OTHER:

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

Steps in Making Ethical Decisions

31. Conducting a self-assessment helps professionals, as it __________. a. uses case studies for critical thinking b. justifies your personal and professional code of ethics c. surveys your basic beliefs, attitudes, and values on specific topics d. does not serve any professional purpose ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.08 - Asses your attitudes and beliefs pertaining to a range of ethical and professional issues addressed in this book.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Self-Assessment: An Inventory of Your Attitudes and Beliefs About Ethical and Professional Issues 32. What is a common theme of code of ethics? a. Issues cannot be handled solely by relying on ethics codes. b. Code of ethics do not address the gray zone. c. Professionals should strive for the highest level of ethical practice. d. Codes may conflict with institutional policies and practices.

ANSWER: c POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: 01.01 - Identify common themes of ethics codes.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 33. The three objectives fulfilled by a code of ethics include educating professionals, providing a mechanism for professional accountability, and __________. a. setting a community standard b. serving as a catalyst for improving practice c. striving for the highest level of ethical practice d. setting an ethical standard ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.03 - Describe three objectives fulfilled by codes of ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Codes of Ethics 34. Which of the following is the body of rules that govern the affairs of people? a. Ethics b. Law c. Government d. Constitution ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.04 - Explain the difference between law and ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Professional Code of Ethics 35. Which of the following pertains to attitudes that provide direction in everyday living, and beliefs we hold about what constitutes right conduct? a. Values and morality b. Values and ethics c. Ethics and morality d. Ethics and community standards ANSWER: b POINTS: 1 DIFFICULTY: Easy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: 01.05 - Differentiate between aspirational ethics and mandatory ethics.

NATIONAL STANDARDS: United States - CACREP 1i - Professional Counseling Orientation and Ethical Practice Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

United States - EPAS Competency 1a - Demonstrate Ethical and Professional Behavior Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

United States - NOHS Standard 12 - Human service professionals are aware of local, state, and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups, or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action.

OTHER: Ethical Decision Making

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