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Psychology
Q:
Psychoeducational stress management strategies may refer to:
a. communication skills training.
b. thought stopping.
c. assertiveness training.
d. all of the above.
Q:
Which of the following is primarily associated with stress management?
a. Logical consequences
b. Biofeedback
c. Gestalt exercises
d. All of the above
Q:
Which of the following is NOT one of the Big 6 TLCs?
a. Cognitive challenge
b. Prayer
c. Exercise
d. Meditation
Q:
The Big 6 TLCs include:
a. sleep.
b. meditation.
c. exercise.
d. all of the above.
Q:
Therapeutic lifestyle changes (TLC):
a. are strategies to promote mental and physical health.
b. bring together neuroscience, medicine, and counseling.
c. originated through early preventive work with heart attack.
d. promote Type A behavior.
Q:
Which of the following is a possible outcome of stress?
a. Poor decisions
b. Weak performance
c. Emotional breakdown
d. All of the above
Q:
Which of the following is NOT a positive effect of stress?
a. Neurogenesis
b. Frontal cortex strengthened
c. Enlargement of amygdala
d. Healthier life
Q:
Which of the following is NOT a destructive effect of stress?
a. Neurogenesis
b. Negative feelings take control
c. Brain shrinkage
d. Mental and physical illness
Q:
Which of the following is a byproduct of positive stress?
a. Learning
b. Longer life
c. Reduction in size of amygdala
d. All of the above
Q:
____________ first brought issues of stress to our attention.
a. Hans Selye
b. Sigmund Freud
c. Albert Ellis
d. Allen Ivey
Q:
Positive stressors :
a. raise blood pressure and heart rate.
b. lead to experiencing positive social emotions.
c. makes people feel "glad."
d. all of the above.
Q:
Stress management is of central importance for:
a. counseling.
b. psychotherapy.
c. crisis counseling.
d. all of the above.
Q:
The Greek word "eu" means:
a. one.
b. deep.
c. well.
d. unique.
Q:
A word for positive stress is:
a. plusstress.
b. eustress.
c. topstress.
d. smartstress.
Q:
Which one of the following is an IMPROPER counselor choice in regards to counselor psychoeducational/instruction sharing?
a. Provide advice sparingly and only when the client is likely to need and accept it.
b. Offer advice and your opinions at any time a client may request it.
c. After careful listening and if the situation warrants, you can offer advice and instruction.
d. When listening to counselor advice, let the client be in charge.
Q:
In which of the following situations would it be MOST appropriate for a counselor to share instruction and psychoeducation?
a. After listening carefully to your client's account of his or her marital difficulties over several sessions, at the third session the client asks, "Should I file for divorce?"
b. You have learned that one of your clients is having difficulty considering the best way to care for an aging parent. The client says, "I don't know what to do. How do I go about exploring elder care, particularly local full-time care facilities?"
c. As a college counselor, a third year student is reconsidering her choice of majors. You have listened carefully as she has explained the catalyst and her reasoning when she asks, "If you were me, which major would you choose?"
d. A business manager is caught in a company downsizing effort. He is blindsided at work with a lay-off notice. On his first visit, he seems almost in crisis when he asks, "I have no idea what to do; what should I do?"
Q:
"Let me show you how to put the toy together. First, we will read the directions." This is an example of:
a. logical consequences.
b. feedback.
c. directive.
d. instruction/psychoeducation.
Q:
What is an appropriate counselor response when clients sometimes ask you directly for advice?
a. Give the client psychoeducational instruction based on your personal experience.
b. Offer your opinion; the right advice fosters independence in the client.
c. Ask the client to explore the issue from a different perspective first.
d. Give the client advice based on your best assessment of the client's problem.
Q:
"Now, if I were you, I"d study a little harder because that is a difficult course. That's what I think you ought to do." This is an example of:
a. logical consequences.
b. feedback.
c. directive.
d. instruction/psychoeducation.
Q:
Offering specific instruction to the client on how to resolve issues and providing useful suggestions for personal change is the skill of:
a. logical consequence.
b. instruction/psychoeducation.
c. counselor directives.
d. none of the above.
Q:
Which of the following is NOT a suggested step for implementing the logical consequences skill?
a. Draw out story and strengths
b. Generate alternatives
c. Identify positive and negative consequences
d. Interpret and reframe
Q:
Which one of the following INACCURATELY describes a step for using the strategy of logical consequences?
a. Through listening, clarify that you and your client understand the situation in the same way.
b. Use questions and brainstorming to help the client generate alternatives.
c. As the client lists positive consequences, the counselor lists negative consequences.
d. Provide a nonjudgmental summary of positive and negative consequences.
Q:
"If you don"t come with me to the party, I"ll really be angry and you"ll be sorry." This is an example of:
a. interpretation.
b. logical consequences.
c. self-disclosure.
d. feedback.
Q:
Anticipation of rewards or punishment is most closely associated with which of the following influencing strategies?
a. Directive
b. Feedback
c. Self-disclosure
d. Logical consequences
Q:
The skill of logical consequences is most closely associated with which of the following schools of therapy?
a. Psychoanalytic, cognitive behavioral
b. Gestalt, Logotherapy
c. Rogerian, person-centered
d. Adlerian, decisional
Q:
Exploring specific alternatives and the logical positive and negative concrete consequences of each possibility is the skill of:
a. logical consequence.
b. information/psychoeducation.
c. directives.
d. none of the above.
Q:
Which of the following statements is TRUE of counselor use of logical consequence?
a. The strategy of logical consequences is particularly important and most often used in decisional counseling.
b. Through systematic questioning and discussion, the counselor helps clients clarify positive and negative consequences of a variety of alternatives.
c. The counselor's task is to help the client make decisions, not make decisions for the client.
d. All of the above.
Q:
"Carter, if you continue to harass your sister, this is what will happenyou"ll get a time out." This is an example of:
a. interpretation.
b. logical consequences.
c. self-disclosure.
d. feedback.
Q:
Which of the following statements is TRUE of logical consequences?
a. As clients move toward decisions, encourage them to always think positively.
b. It is the counselor's responsibility to direct the client when he/she is considering a bad decision.
c. Counselors provide clients with a summary of positive and negative consequences in a nonjudgmental manner.
d. Effective counselors always encourage clients to attempt new tasks in anticipation of rewards.
Q:
"If you do this..., then..." is a counselor statement most likely heard when the counselor is executing the skill of:
a. logical consequence.
b. information/advice.
c. counselor directives.
d. none of the above.
Q:
Which of the following provides the client with data on both positive and negative consequences of an intended action?
a. Logical consequences
b. Directive
c. Feedback
d. Instruction/psychoeducation
Q:
What is the expected result of counselor use of logical consequences?
a. Clients can better predict the consequences of their actions.
b. The client is more involved in the process of decision-making.
c. Client may change her or his behavior.
d. All of the above.
Q:
For which of the following theories of counseling and psychotherapy is logical consequences an appropriate strategy?
a. Decisional counseling
b. Cognitive behavioral therapy
c. Brief counseling
d. All of the above
Q:
Logical consequences is a strategy appropriate rarely used by:
a. decisional counseling.
b. cognitive behavioral therapy.
c. person centered therapy.
d. motivational interviewing.
Q:
What is your personal position on the use of influencing skills in the interview? Document and justify your position.
Q:
Write feedback statements in the present, past, and future tenses.
Q:
Discuss the importance of feedback. Give examples of positive, corrective, and negative feedback.
Q:
Describe the "1-2-3" Pattern. Explain the pattern and provide two examples demonstrating the pattern in action.
Q:
You have worked with a client for a period of time and have come to the conclusion that action must be taken. The client's problem is inability to study. The client has been very active socially and has a history of being a good student. Write possible influencing skill statements for each category below.
a. self-disclosure
b. feedback
Q:
Positive feedback is the breakfast of champions.
Q:
The client may improve or change their thoughts, feelings, and behaviors based on the interviewers feedback. This is the predicted result from effective feedback.
Q:
Interviewer self-disclosure is a valuable and powerful tool used frequently with great success by most helping professionals.
Q:
Which of the following is CORRECT regarding self-disclosure?
a. Use extensive self-disclosures to ensure clients understand your communication
b. Include as many ideas as possible to effectively help the client
c. Return the focus to the client as quickly as appropriate
d. All of the above
Q:
What do biofeedback instruments measure?
a. Cognitive functions
b. Feeling functions
c. Physiological functions
d. Your thoughts
Q:
Neurofeedback is also known as:
a. neuropsychology.
b. biofeedback for the brain.
c. low voltage ECT.
d. feedback.
Q:
"I think you"re doing that just because you want attention." This is an example of ____________.
a. interpretation
b. logical consequences
c. self-disclosure
d. feedback
Q:
Interviewer interpretation may provide the client with a new frame of reference. Which of the following is MOST LIKELY an interpretation?
a. "You"re upset and troubled."
b. "Sounds like you want some help right now."
c. "Sounds like your fear of rejection led you to seek rejection from your wife."
d. None of the above.
Q:
Feedback is least effective:
a. as a check to ensure clear communication.
b. when it deals with more than two things at a time.
c. when it is asked for by the recipient.
d. when it is general rather specific.
Q:
According to the authors, feedback is least effective when:
a. it deals with one or two things at a time.
b. it is general rather than specific.
c. it is a check to ensure clear communication.
d. it is asked for by the recipient.
Q:
"You tried to stand up for your rights in the garage and that was a start." What kind of feedback is this?
a. Vague, judgmental, negative feedback
b. Concrete nonjudgmental, positive feedback
c. Corrective feedback
d. None of the above
Q:
When feedback is negative it is most effective if:
a. the person can do something about the situation.
b. it is delivered in a nonjudgmental tone of voice.
c. it includes emphasis on strengths.
d. all of the above.
Q:
"Your effort was in the right direction. You can do even more if we set up an assertiveness training session for you." What kind of feedback is this statement?
a. Vague, judgmental, negative feedback
b. Concrete nonjudgmental, positive feedback
c. Corrective feedback
d. None of the above
Q:
Which one of the following is NOT an accurate part of the process of providing good feedback?
a. The interviewer is in charge of the feedback.
b. Focus on something the client can do something about.
c. Feedback should be concrete, specific, and lean.
d. Keep your comments nonjudgmental and interactive.
Q:
When you are multiculturally different from your client, which of the following is TRUE regarding appropriate self-disclosure?
a. Multicultural differences are fairly obvious and can be disclosed spontaneously.
b. Frequent practice of the microskills and experience will make self-disclosure a natural part of your interviewing style.
c. Self-disclosure must include every aspect of your experience that the client needs to hear.
d. The frank disclosure of differences helps establish rapport and may be essential to building a trust relationship.
Q:
Which one of the following does NOT belong in the "1-2-3" strategic model for using influencing skills?
a. Follow an appropriate treatment plan and structure the session.
b. Listen to the client and be sure you understand where he or she is coming from and whether they know what to expect.
c. Select a relevant influencing strategy, keep it brief, and time it appropriately to meet client needs.
d. Observe the client response to your intervention. Check-out its usefulness.
Q:
The "1-2-3" pattern of using influencing skills is best described by which of the following?
a. Ask the client, behave in an intentional way, be congruent in your actions
b. Attend to the client in order to understand, use the influencing skill, check-out the consequences of your intervention
c. Understand the antecedent, check the resultant behavior, influence
d. Ask questions to obtain data, reflect feelings to understand, check-out the accuracy of your skill usage
Q:
"Right now I feel...," is the opening of an interviewer statement you would MOST LIKELY hear in which of the five dimensions of self-disclosure?
a. Listen
b. Self-reference
c. Share and describe your thoughts, feelings, or behaviors
d. Appropriate immediacy and tense
Q:
Self-disclosure or making self-talk relevant to the client includes all EXCEPT which of the following dimensions?
a. Self-disclosure must be genuine in relation to the client.
b. Self-disclosure should be timely and not interrupt the client's point of view.
c. Self-disclosure is effective in maintaining a client focus in the interview.
d. Self-disclosure is most powerful when made in the present tense.
Q:
"I"m really feeling bad right now." This is an example of:
a. interpretation.
b. logical consequences.
c. self-disclosure.
d. feedback.
Q:
"I"d feel more comfortable if I weren"t the center of attention." This is an example of:
a. interpretation.
b. logical consequences.
c. self-disclosure.
d. feedback.
Q:
According to the authors, the most effective self-disclosures, generally, are:
a. in the present tense.
b. in the past tense.
c. in the future tense.
d. intense.
Q:
Which one of the following does NOT belong in the five dimensions of self-disclosure?
a. Listen
b. Use "I" statements
c. Call the client by name
d. Share / describe your thoughts feelings or behaviors briefly
Q:
Which of the following is an element of appropriate interviewer self-disclosure?
a. Related past personal life experience of the interviewer
b. Interviewer observations, opinions, or feelings toward the client
c. Begins with an "I" statement
d. All of the above
Q:
"I also grew up in an alcoholic family and understand some of the confusion you feel..." is an interviewer statement you would MOST LIKELY hear in which of the five dimensions of self-disclosure?
a. Listen
b. Use "I" statements
c. Share and describe your thoughts, feelings, or behaviors
d. Appropriate immediacy and tense
Q:
"Tell me more about the conflict you had with your friend..." is an interviewer statement you would MOST LIKELY hear in which of the five dimensions of self-disclosure?
a. Listen
b. Self-reference
c. Share and describe your thoughts, feelings, or behaviors
d. Appropriate immediacy and tense
Q:
"My thoughts about your disclosure..." is an opening of an interviewer statement you would MOST LIKELY hear in which of the five dimensions of self-disclosure?
a. Listen
b. Self-reference
c. Share and describe your thoughts, feelings, or behaviors
d. Appropriate immediacy and tense
Q:
Which of the following is an expected result from interviewer use of self-disclosure?
a. The client may reveal more personal detail, create trust and establish a more equal relationship.
b. The client will learn more about the interviewer and develop a better relationship.
c. The client will resolve an old issue and focus on a new problem.
d. The client may recognize the power of the interviewer and profit more from his or her guidance.
Q:
Research shows that clients of counselors who self-disclose:
a. have low trust in their counselors and frequently drop out of treatment.
b. like their counselors, but report higher levels of symptom distress.
c. like their counselors more and report lower levels of symptom distress.
d. have higher levels of symptom distress and frequently drop out of treatment.
Q:
Following the general rule of avoiding surprises and letting the client know what is going to happen in the session is an important ________ and builds comfort and trust.
a. agenda item
b. disclosure
c. rule
d. goal
Q:
Interviewer self-disclosure can generate client talk and create additional trust, but caution must be observed because _____________.
a. clients' rights may be abused if self-disclosure is used too early
b. counseling and interviewing can operate successfully without self-disclosure
c. not everyone agrees that self-disclosure is a wise skill to include among counselor techniques
d. all of the above
Q:
How might you use discernment with clients in your professional work in interviewing and counseling?
Q:
Discuss how the skill of reflection of meaning might be made useful to people of varying cultural and religious traditions.
Q:
Point out by examples from your own experience how different people may view the same event, but still have a different meaning attributed to that event. Make your examples specific and concrete.
Q:
Discuss the relationship between thoughts, feelings, behaviors, and meanings as outlined by the authors. Which counseling skills is/are most likely related to each?
Q:
Outline how different theories use interpretation/reframe. Provide examples for each.
Q:
Note the following client statement. Select what, in your opinion, are the key words. Generate a list of opposite words. If you find client opposite constructs, note them by underlining.
"It's difficult for me to talk about my fears. I just get so upset when I'm put on the spot by anyone. I feel like I'd just like to make some changes, but I'm too scared to try. I don't know what sense to make of it. It seems I'm a person who believes justice and fairness are important. I try to be fair to everyone, but I don't succeed. That's when I get frightened. I see myself as a little person who is trying very hard. Why are others so unfair to me?"
Again, as you make your list of important key words/constructs, generate a list of opposites and indicate which of the opposites are yours and which are the client's.
Q:
Write three probes that might elicit client meaning in the following client statement.
"I feel lost right now, terribly confused. I've done well in philosophy, but somehow the new course material is terrifying to me. I almost hate to go to class."
Q:
According to the authors, reflection of meaning and interpretation/reframing are influencing skills that greatly facilitate the creation of new client perspectives.
Q:
In interpretation/reframing the frame of reference comes from the client.
Q:
In linking, two or more ideas are brought together, providing the client with a new insight.