Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Counseling
Q:
In single-case experiments, direct observation is always better than using self-report scales or available records.
Q:
Describe and give 2 examples of how a case manager can invite collaboration.
Q:
While some judges feel sympathetic toward White defendants, they never help them avoid delinquent labels.
a. True
b. False
Q:
People often interpret symbolic gestures from others, but rarely incorporate them in their self-image.
a. True
b. False
Q:
Secondary deviance produces a deviance amplification effect.
a. True
b. False
Q:
What is the difference in giving false praise versus positive feedback?
Q:
In a single-case design with a student at high risk for dropping out of school, a good measurement plan to assess whether our intervention is effective would be to monitor whether or not he/she drops out of school.
Q:
"It appears to me that "¦." Is an example of what?
Q:
If the target problem improves at any point during the intervention phase, it is safe to infer that the intervention is effective.
Q:
What is the most appropriate inference for future interventions with similar clients?
a. Just provide the family education.
b. Provide all three interventions in the same order.
c. Replicate the study to assess possible order effects.
d. none of these.
Q:
Social reaction theory is also commonly called critical theory.
a. True
b. False
Q:
Describe Balanced and Restorative Justice (BARJ). Explain why you agree or disagree that justice is best served when the victim, community, and offender are viewed as equal clients of the justice system.
Q:
"Thanks for telling me." Is an example of what?
Q:
Name 2 of the 4 major problems that can occur when you are communicating with a client.
Q:
A practitioner tests whether a new technique will be effective in reducing the number of time-outs required in play therapy sessions for children with conduct disorders. In each of the two sessions before implementing the new technique, five time-outs occurred. In each of the two sessions after implementing the new technique, no time-outs occurred. The practitioner should conclude:
a. The technique clearly was effective.
b. History can be ruled out as an alternative explanation for the improvement.
c. There were a sufficient number of data points in the study.
d. None of these.
Q:
Identify and describe the levels within our society where restorative justice is being utilized. What is your view on restoration programs in these areas? Provide a rationale for your view.
Q:
Provide an example of praising a client.
Q:
Which of the following is an example of unobtrusive observation?
a. Self-monitoring.
b. Self-report scales.
c. Interviews.
d. None of these.
Q:
Which of the following procedures for dealing with an unstable baseline might be appropriate in some situations?
a. Introduce intervention anyway, recognizing that a stable baseline is not feasible.
b. Delay intervention until the baseline becomes stable.
c. all of these.
Q:
Describe the relationship between class and delinquency. Explain why you agree or disagree that the capitalist system affects youth differently at the different class levels.
Q:
Name the 4 roadblocks to communication.
Q:
Describe globalization and delinquency. Explain why you agree or disagree with the premise that globalization will have a profound influence on the future of indigent youth.
Q:
"You probably have some ideas too" is an example of:
a. An appropriate response when you cannot change the situation where the client has a problem
b. A way to agree when disarming anger
c. Positive feedback
d. A question that invites collaboration
Q:
Suppose an ABCD design obtains the following results regarding level of social adjustment with a chronically mentally ill client discharged to live with his family.A (Baseline):1010101010B (Social skills training):1010101010C (Occupational Rehabilitation):1010101010D (Family education):1520253035What is the most appropriate inference for future interventions with similar clients?a. Just provide the family education.b. Provide all three interventions in the same order.c. Replicate the study to assess possible order effects.d. none of these.
Q:
What would you infer from the following graph of the number of temper tantrums in an AB design?Baseline: 15151414131312121111Intervention:10109988776a. The intervention appears to be effective.b. Maturation appears to be the most plausible explanation.c. History appears to be the most plausible explanation.d. Regression toward the mean appears to be the most plausible explanation.
Q:
Describe the concept of damaged identity. Explain why you agree or disagree with the idea that once labels are applied, they increase the likelihood of persistent offending.
Q:
"Sounds like you really feel . . .?" is an example of a(n):
a. Response to feelings
b. I-message
c. Open question
d. Closed question
Q:
"I"m not clear about . . .?" is an example of a(n):
a. Response to feelings
b. I-message
c. Open question
d. Closed question
Q:
Explain differential labeling and the major premise of social reaction theory. Explain your view on differential labeling.
Q:
Suppose you obtained the following results in a multiple baseline design assessing theimpact of family therapy on tantrums, chores, and truancy in treating one child and his parents. Which interpretation(s) is(are) plausible? Number of tantrums: Al:
4
4
4 B1:
0
0
0
0
0
0
0
0 Number of chores performed: A2:
0
0
0
3
3 B2:
3
3
3
3
3
3 Number of days truant: A3:
4
4
4
0
0
0
0 B3: 0
0
0
0 a. History could have caused the change.
b. The intervention may have had generalizable effects.
c. History could have caused the change or the intervention may have been effective, with generalizable effects.
d. none of these.
Q:
Suppose you obtained the following results in an ABAB design assessing the effectiveness of family therapy in reducing a child's temper tantrums. Which interpretation(s) is(are) plausible?
Number of tantrums per day: A:
4
5
4
5
4
4 B:
1
1
1
0
0
0 A2:
0
0
0
0
0
0 B2:
0
0
0
0
0
0 a. History could have caused the change.
b. The intervention may have been effective, but with irreversible effects.
c. History could have caused the change or the intervention may have been effective, but with irreversible effects.
d. none of these.
Q:
"Can you describe . . .?" is an example of a(n):
a. Response to feelings
b. I-message
c. Open question
d. Closed question
Q:
Discuss Becker's Fourfold Model of Labeling as presented in the text. Explain why you agree or disagree with Becker's theory.
Q:
Which of the following approaches would be least obtrusive in regard to measuring the impact of the above groupwork intervention on school performance?
a. Obtain grade, attendance, and conduct data from school records.
b. Observe the student's in-class behavior yourself.
c. With the client's permission, obtain videotapes of the child's in-class behavior.
d. Interview the child.
Q:
In order to make your clients feel comfortable and safe enough to be open, you should:
a. Console them and support them in a sympathetic manner
b. Make critical life decisions for them
c. Let them know that you are in charge and everything is under control
d. Identify their feelings and reflect them back
Q:
Describe the concept of primary and secondary deviance and explain how secondary deviance involves resocialization into a deviant role. Explain your view of this theory.
Q:
Identify and describe sources of labels and how labels from the juvenile justice system can be devastating. Explain why you agree or disagree with this idea.
Q:
Suppose you wish to measure progress in increasing the amount of time a child in institutional care spends studying as an indicator of the effectiveness of your groupwork intervention. Which of the following approaches most likely would be least vulnerable to reactivity problems?
a. Have the child record the amount of time and report back to you.
b. Have cottage parents run spot checks in the cottage at different intervals.
c. Interview the child each day about the time spent studying the previous day.
d. Show up at the cottage and observe the child yourself for one hour during the same period each day.
Q:
Describe the concept of symbolic interaction, including some examples. Explain your view of this concept.
Q:
Good responses in a therapeutic setting are:
a. Praising or agreeing
b. Reassuring, sympathizing, consoling or supporting
c. Probing, questioning, interrogating
d. Identifying and confirming
Q:
In deciding what to measure in a single-case experiment, it is usually best to
a. pick something implied by how the clinical goal was operationally defined.
b. measure more than one thing.
c. choose a behavior that is more frequent over one that occurs very rarely.
d. all of these.
Q:
Target problems can be quantified in terms of their
a. frequency.
b. duration.
c. magnitude.
d. all of these.
Q:
Poor responses in a therapeutic setting tend to:
a. Set up barriers to real understanding and dialogue
b. Promote dialogue and collaboration
c. Involve the client in arriving at a solution
d. Give the impression that the client is on an equal footing with the worke
Q:
The length of the baseline in single-case designs should be
a. as long as is practically and ethically possible.
b. longer with a low frequency behavior than with a high frequency behavior.
c. extended until a stable trend appears.
d. all of these.
Q:
Good responses in a therapeutic setting tend to:
a. Demonstrate that the worker has the correct answers and solutions
b. Enhance dialogue and collaboration
c. Cause the client to speak in pleasantries
d. Make clear the superiority of the worker
Q:
Name two types of shaming.
Q:
What does "stigmatize" mean?
Q:
Why do the meanings of concepts and symbols change over time?
Q:
Suppose you instruct a couple to have a typical conversation while you observe them in your office. This would be an example of
a. unobtrusive observation.
b. research reactivity.
c. obtrusive observation.
d. interval recording.
Q:
Good responses in a therapeutic setting tend to:
a. Require practice to make them automatic
b. Promote withdrawal and defensiveness
c. Promote withdrawal and defensiveness
d. Make clear the superiority of the worker
Q:
Responses that block communication are ones that:
a. Structure therapeutic communication
b. Aid the worker in hearing what is really important
c. Most likely promote withdrawal and defensiveness
d. Most likely promote rapport and clarity
Q:
Suppose our research methods cause the client to improve. This would be termed
a. unobtrusive observation.
b. reactivity.
c. social-desirability bias.
d. generalization of effects.
Q:
How should a case manager resolve an issue if they own the problem?
Q:
People communicate via symbols that stand for or represent something else. To what does this refer?
Q:
In single-case experiments, maximizing the number of measurement points helps by
a. enhancing the identification of precipitating conditions during assessment.
b. enabling us to change the intervention plan at the point at which we see that no progress is occurring.
c. increasing our ability to pinpoint unlikely coincidences and therefore infer what is causing changes in the dependent variable.
d. all of these.
Q:
Case-control designs have more controls for threats to validity than do most other designs for evaluating programs or practice.
Q:
Briefly describe why it is not uncaring to allow a client to own the problem.
Q:
Rather than a distributor of retribution and revenge, what does the justice system become under restoration?
Q:
On what concept should restorative programs focus?
Q:
The person who owns the problem is the person whose (fill in the blank).
Q:
What does labeling perspective identify as the role played by social control agents?
Q:
Name the 4 reasons why it is important to know who owns the problem.
Q:
Time series designs with many measurement points control for statistical regression.
Q:
Quasi-experiments using nonequivalent comparison groups without random assignment can be credible, assuming that the comparability of the experimental and comparison groups is plausibleespecially if the researcher provides substantial evidence of that comparability.
Q:
Time series designs with many measurement points control for maturation.
Q:
Conflict theorists view delinquency as a normal response to what conditions?
Q:
The clinician's goal in working out the own level of involvement in moving toward a solution to the client's problem would be to:
a. Allow the client opportunities to exercise self-determination and independence
b. Make certain that all therapeutic goals are achieved
c. Make certain that the client find the solution
d. Make certain that he or she demonstrate no difference between the professional relationship and a friendship away from work
Q:
What is restorative justice?
Q:
What is the process of creating a worldwide economy through transnational markets and political and legal systems and who is most affected?
Q:
The classic experiment with random assignment of participants controls for measurement bias.
Q:
A 17-year-old single mother of a severely disabled child has been disowned by her family and seeks help sorting out her situation:
a. The case manager owns the problem because the client is too young to make decisions for herself
b. Both the client and case manager own the problem, but because the client is too young to make decisions for her life, the case manager is ultimately responsible for finding a solution
c. The client owns the problem, but the case manager needs to take the reins in finding a solution in consultation with the client
d. The client owns the problem and must take the reins in finding a solution to her problem despite her youth
Q:
Studies that assign subjects to intervention groups on the basis of their extreme scores are vulnerable to regression toward the mean.
Q:
Suppose the client needs evening appointments, but the clinician works only during the day. This means:
a. The client owns the problem and must find a clinician who can accommodate the client's schedule
b. Both the client and the clinician own the problem, and it is an opportunity to negotiate a solution
c. The clinician owns the problem and must change the schedule to accommodate the client
d. Both the client and the clinician own the problem, but the clinician has the ultimate responsibility for finding the solution
Q:
Random assignment to experimental and control groups controls for research reactivity.
Q:
When the clinician has a problem in the relationship with the client:
a. Arriving at a solution to the problem must be a shared responsibility
b. The clinician owns the problem and must solve the problem
c. This demonstrates that the client is not holding up his or her end of the therapeutic relationship
d. The clinician owns the problem, and the client can decide that he or she doesn"t want to help the clinician solve it
Q:
What helps socialize youth into the wider society, instilling in them such desirable values as discipline, caring, and respect for others?
Q:
The clinician generally has information and resources at his or her fingertips; therefore:
a. The clinician can more effectively collaborate with the client on the solution
b. It puts the clinician in a better position to solve the client's problems
c. The client is not in a position to solve his or her own problems
d. The client has no opportunity to exercise self-determination and independence
Q:
What is the process of removing juveniles from adult jails and placing them in community-based programs to avoid the stigma attached to these facilities?
Q:
Without using appropriate experimental and control groups, extraneous events in subjects' lives can make history a threat to internal validity, even if those events are of no historical importance to people in general.
Q:
5. The one-group pretest-posttest design controls for passage of time.