Q&A Hero

Q: Empathic confrontation is: a. a direct, harsh challenge guiding clients to face hard issues. b. a complex of skills requiring observation and listening. c. seeking clarification by "going against" client idea. d. the primary skill used by interviewers to cause clients to see their errors.

Q: According to the authors, an important goal of interviewing is to move clients from a. ideas to feelings. b. problem focus to person focus. c. closed questions to open questions. d. stuckness to intentionality.

Q: "Mobility" is to "immobility" as cultural intentionality is to ____. a. stuckness b. impasse c. blocked d. all of the above

Q: Discuss some of the key multicultural issues in the use of confrontation.

Q: Explain and illustrate with clear examples the different stages of the Racial/Cultural Identity Developmental (R/CID) model.

Q: Present the Client Change Scale and explain how it is used in counseling and therapy. Illustrate each of the levels and uses.

Q: Describe the integrated steps of empathic confrontation and provide examples of each.

Q: Define empathic confrontation and its place in the session and the counseling process.

Q: A client comes to you saying the following: "I have no problems in stopping smoking, I've stopped ten times in the last year." a. Identify the incongruity in the statement. b. Write a confrontation you might say to the client including the important check-out. c. Follow this by writing client statements that would represent denial, partial examination, full examination, decision to live with the incongruity, and the development of new patterns, constructs, or behaviors.

Q: According to the authors, empathic confrontation is a distinct skill that relies heavily in influencing skills and strategies to client change.

Q: According to Ivey, Ivey, and Zalaquett, empathic confrontation is a not a distinct skill; it is a set of skills that may be used in different ways. The most common confrontation uses the paraphrase, reflection of feeling, and summarization of discrepancies observed in the client, or between the client and her or his situation. However, questions and influencing skills and strategies can also lead to client change.

Q: Confrontations are frequently observed in session conversations.

Q: Empathic confrontation serves as a solid base for mediation.

Q: If you practice assessing client responses with the CCS model, eventually you will be able to make decisions automatically "on the spot" as you see how the client is responding to you.

Q: Nelida and Allen's two sessions highlight the importance of helping clients address conflicts related to racial/cultural identity.

Q: Clients complete each developmental task in fairly quick succession, and their progress can be quickly assessed on the Client Change Scale (CCS).

Q: You can assess the direct impact of confrontation, as well as any other microskill, in the here and now with the Client Change Scale (CCS).

Q: If you observe closely in the here and now of the session, you can rate how effective your interventions have been.

Q: Judgments should never be implicated in the counseling session.

Q: Confrontation is relevant to all clients, but it must be worded to meet individual and cultural needs if real creativity is to occur.

Q: The counselor's or interviewer's task is to move clients beyond their issues and problems to realize their potential as human beings.

Q: Level 1. Denial, The negative alpha solution. The client seems unable to accommodate new data from the counselor or therapist. The client will fail to deal with the conflict or contradiction, make an abrupt topic shift, or show a clearly incorrect "off-the-wall" response. Level 2. Partial examination, The more mature alpha solution. The client deals with only a portion of the issue or counselor's statement. The client may over-generalize, delete, or distort what has been said, but not as seriously as in Level 1. You may find irrational ideas and some blindness to problems. Level 3. Acceptance and recognition, Beta solution. The client recognizes the situation as it is and the client's comment, feeling, or thought seems close to that presented by the therapist, but nothing new is added by the client. This level characterizes homeostasis or no change. Score as Beta if the client tends to describe a situation, event, or self-picture fairly clearly, but tends to leave it there. Level 4. Generation of a new solution, Early gamma solution. In response to the counselor, the client moves to the creation of something new. The client has added something that was not there before. At times, the underlying conflict may remain ï‚¾ï€ acceptance of insoluble problems begins here. Level 5. Transcendence, Full gamma solution. The client has arrived at a new synthesis, a new way of thinking, behaving, or feeling. These are relatively rare moments in counseling and therapy and may represent the development of useful or important insights, the ability to engage in a truly new way of behaving, the generation of a new ability to engage emotionally. You will now be given a variety of counselor-client situations. The possible client responses are in random order. Please classify each client response at one of the five levels. Child counseling Counselor: "Johnnie, why did you hit Susie on the playground?" a. "I know she's the best student and I'm jealous. It makes me mad that I can't do as well. I'll try not to do it again ï‚¾ï€ next time I'll count to ten like you taught me to do when I get angry." b. "I didn't do good in math today and she laughed. I felt bad." c. "I hit her because she teased me." d. (Looks down) "She made me do it." e. (Defiantly) "I didn't hit her."

Q: Level 1. Denial, The negative alpha solution. The client seems unable to accommodate new data from the counselor or therapist. The client will fail to deal with the conflict or contradiction, make an abrupt topic shift, or show a clearly incorrect "off-the-wall" response. Level 2. Partial examination, The more mature alpha solution. The client deals with only a portion of the issue or counselor's statement. The client may over-generalize, delete, or distort what has been said, but not as seriously as in Level 1. You may find irrational ideas and some blindness to problems. Level 3. Acceptance and recognition, Beta solution. The client recognizes the situation as it is and the client's comment, feeling, or thought seems close to that presented by the therapist, but nothing new is added by the client. This level characterizes homeostasis or no change. Score as Beta if the client tends to describe a situation, event, or self-picture fairly clearly, but tends to leave it there. Level 4. Generation of a new solution, Early gamma solution. In response to the counselor, the client moves to the creation of something new. The client has added something that was not there before. At times, the underlying conflict may remain ï‚¾ï€ acceptance of insoluble problems begins here. Level 5. Transcendence, Full gamma solution. The client has arrived at a new synthesis, a new way of thinking, behaving, or feeling. These are relatively rare moments in counseling and therapy and may represent the development of useful or important insights, the ability to engage in a truly new way of behaving, the generation of a new ability to engage emotionally. You will now be given a variety of counselor-client situations. The possible client responses are in random order. Please classify each client response at one of the five levels. Carl Rogers (To Mrs. Oak) "It's an experience that's awfully hard to put down accurately into words, and yet I get a sense of difference in this relationship, from the feeling that 'This is mine,' 'I am doing it,' and so on, to a somewhat different feeling that ï‚¾ï€ 'I could let you in'." a. "Yes, it's as though that's how it should be. There's a feeling that this is good. I feel that it's right for me. I feel more open. I feel more me." b. "Well, sort of. I do want to be close, but it doesn't seem safe." c. "I do so much for others. Why do you accuse me like that?" d. "Yes, I am doing it and I feel I could let others in." e. "It feels like a beginning, it's inevitable."

Q: Level 1. Denial, The negative alpha solution. The client seems unable to accommodate new data from the counselor or therapist. The client will fail to deal with the conflict or contradiction, make an abrupt topic shift, or show a clearly incorrect "off-the-wall" response. Level 2. Partial examination, The more mature alpha solution. The client deals with only a portion of the issue or counselor's statement. The client may over-generalize, delete, or distort what has been said, but not as seriously as in Level 1. You may find irrational ideas and some blindness to problems. Level 3. Acceptance and recognition, Beta solution. The client recognizes the situation as it is and the client's comment, feeling, or thought seems close to that presented by the therapist, but nothing new is added by the client. This level characterizes homeostasis or no change. Score as Beta if the client tends to describe a situation, event, or self-picture fairly clearly, but tends to leave it there. Level 4. Generation of a new solution, Early gamma solution. In response to the counselor, the client moves to the creation of something new. The client has added something that was not there before. At times, the underlying conflict may remain ï‚¾ï€ acceptance of insoluble problems begins here. Level 5. Transcendence, Full gamma solution. The client has arrived at a new synthesis, a new way of thinking, behaving, or feeling. These are relatively rare moments in counseling and therapy and may represent the development of useful or important insights, the ability to engage in a truly new way of behaving, the generation of a new ability to engage emotionally. You will now be given a variety of counselor-client situations. The possible client responses are in random order. Please classify each client response at one of the five levels. Family therapy Therapist: "The problem with this family is not just Sue's eating problem; what we need to work on as well is the way this family interacts." a. Mother: "Somehow that makes sense. I never thought of it that way before." b. Father: "Yes, I now see that our perfectionism and constant demand for success left her with a feeling of being empty." c. Sue: (5'6", 87 pounds) "I don't see why all the fuss. I'm overweight a little, that's all." d. Mother: "Yes, doctor, that way we can work together better and you can help show us how to get Sue to eat." e. Mother: "I see how we've avoided our own conflicts and used Sue to help us hide them. We're going to be more direct in the future."

Q: Level 1. Denial, The negative alpha solution. The client seems unable to accommodate new data from the counselor or therapist. The client will fail to deal with the conflict or contradiction, make an abrupt topic shift, or show a clearly incorrect "off-the-wall" response. Level 2. Partial examination, The more mature alpha solution. The client deals with only a portion of the issue or counselor's statement. The client may over-generalize, delete, or distort what has been said, but not as seriously as in Level 1. You may find irrational ideas and some blindness to problems. Level 3. Acceptance and recognition, Beta solution. The client recognizes the situation as it is and the client's comment, feeling, or thought seems close to that presented by the therapist, but nothing new is added by the client. This level characterizes homeostasis or no change. Score as Beta if the client tends to describe a situation, event, or self-picture fairly clearly, but tends to leave it there. Level 4. Generation of a new solution, Early gamma solution. In response to the counselor, the client moves to the creation of something new. The client has added something that was not there before. At times, the underlying conflict may remain ï‚¾ï€ acceptance of insoluble problems begins here. Level 5. Transcendence, Full gamma solution. The client has arrived at a new synthesis, a new way of thinking, behaving, or feeling. These are relatively rare moments in counseling and therapy and may represent the development of useful or important insights, the ability to engage in a truly new way of behaving, the generation of a new ability to engage emotionally. You will now be given a variety of counselor-client situations. The possible client responses are in random order. Please classify each client response at one of the five levels. Gestalt therapist Therapist: "You say you're angry at your lover, but I see you smiling. Phony!" a. "What do you mean ï‚¾ï€ I'm really mad. You can't say that." b. "Am I really smiling? I thought I was angry, but..." c. "OK, OK. Let me try again." (angrily) "Jean ï‚¾ï€ you really tick me off. You simply can't do that." d. "When I'm angry, sometimes I smile. So what?" e. "Dammit, I did it again! I'm beginning to think I'm afraid to allow myself to really feel."

Q: Level 1. Denial, The negative alpha solution. The client seems unable to accommodate new data from the counselor or therapist. The client will fail to deal with the conflict or contradiction, make an abrupt topic shift, or show a clearly incorrect "off-the-wall" response. Level 2. Partial examination, The more mature alpha solution. The client deals with only a portion of the issue or counselor's statement. The client may over-generalize, delete, or distort what has been said, but not as seriously as in Level 1. You may find irrational ideas and some blindness to problems. Level 3. Acceptance and recognition, Beta solution. The client recognizes the situation as it is and the client's comment, feeling, or thought seems close to that presented by the therapist, but nothing new is added by the client. This level characterizes homeostasis or no change. Score as Beta if the client tends to describe a situation, event, or self-picture fairly clearly, but tends to leave it there. Level 4. Generation of a new solution, Early gamma solution. In response to the counselor, the client moves to the creation of something new. The client has added something that was not there before. At times, the underlying conflict may remain ï‚¾ï€ acceptance of insoluble problems begins here. Level 5. Transcendence, Full gamma solution. The client has arrived at a new synthesis, a new way of thinking, behaving, or feeling. These are relatively rare moments in counseling and therapy and may represent the development of useful or important insights, the ability to engage in a truly new way of behaving, the generation of a new ability to engage emotionally. You will now be given a variety of counselor-client situations. The possible client responses are in random order. Please classify each client response at one of the five levels. Death and dying The following client statements could be expected following the discovery that the client has terminal cancer. a. "It's so hard for me all the time. But it's hard for the family, too. Sometimes I just cry. But lately, I find that if I focus on the positives available to me still, I gain some peace." b. "There really isn't any problem. I'm sure it's an error on the X-ray. It can't be correct." c. "Why me? What happened?" (with anger) "It isn't fair." d. "I've been spending my time working with a cancer support group. I want to help others face this ï‚¾ï€ somehow fighting and working with others to the end makes it seem easier." e. "I accept it. I've had a good life, with my share of problems for sure. Sure I don't like it, but there's nothing I can do."

Q: Level 1. Denial, The negative alpha solution. The client seems unable to accommodate new data from the counselor or therapist. The client will fail to deal with the conflict or contradiction, make an abrupt topic shift, or show a clearly incorrect "off-the-wall" response. Level 2. Partial examination, The more mature alpha solution. The client deals with only a portion of the issue or counselor's statement. The client may over-generalize, delete, or distort what has been said, but not as seriously as in Level 1. You may find irrational ideas and some blindness to problems. Level 3. Acceptance and recognition, Beta solution. The client recognizes the situation as it is and the client's comment, feeling, or thought seems close to that presented by the therapist, but nothing new is added by the client. This level characterizes homeostasis or no change. Score as Beta if the client tends to describe a situation, event, or self-picture fairly clearly, but tends to leave it there. Level 4. Generation of a new solution, Early gamma solution. In response to the counselor, the client moves to the creation of something new. The client has added something that was not there before. At times, the underlying conflict may remain ï‚¾ï€ acceptance of insoluble problems begins here. Level 5. Transcendence, Full gamma solution. The client has arrived at a new synthesis, a new way of thinking, behaving, or feeling. These are relatively rare moments in counseling and therapy and may represent the development of useful or important insights, the ability to engage in a truly new way of behaving, the generation of a new ability to engage emotionally. You will now be given a variety of counselor-client situations. The possible client responses are in random order. Please classify each client response at one of the five levels. Depressed client Counselor: (To hospitalized patient) "Could you tell me what brought you to the hospital?" a. "I wasn't able to get up in the morning, yet I couldn't sleep at night and I have all these awful thoughts. I know I scared mom." b. (Tearsno response) c. "I guess mom just wanted to get rid of me." d. "Well, when I came here I was pretty depressed and mom was worried. But now I'm doing a better. Last night I slept through the whole night for the first time." e. "Extreme depression ï‚¾ï€ I was immobilized. Small wonder mom brought me in. I know now that I can't stay home all the time and do nothing. I'm going to start getting out and being more active."

Q: Level 1. Denial, The negative alpha solution. The client seems unable to accommodate new data from the counselor or therapist. The client will fail to deal with the conflict or contradiction, make an abrupt topic shift, or show a clearly incorrect "off-the-wall" response. Level 2. Partial examination, The more mature alpha solution. The client deals with only a portion of the issue or counselor's statement. The client may over-generalize, delete, or distort what has been said, but not as seriously as in Level 1. You may find irrational ideas and some blindness to problems. Level 3. Acceptance and recognition, Beta solution. The client recognizes the situation as it is and the client's comment, feeling, or thought seems close to that presented by the therapist, but nothing new is added by the client. This level characterizes homeostasis or no change. Score as Beta if the client tends to describe a situation, event, or self-picture fairly clearly, but tends to leave it there. Level 4. Generation of a new solution, Early gamma solution. In response to the counselor, the client moves to the creation of something new. The client has added something that was not there before. At times, the underlying conflict may remain ï‚¾ï€ acceptance of insoluble problems begins here. Level 5. Transcendence, Full gamma solution. The client has arrived at a new synthesis, a new way of thinking, behaving, or feeling. These are relatively rare moments in counseling and therapy and may represent the development of useful or important insights, the ability to engage in a truly new way of behaving, the generation of a new ability to engage emotionally. You will now be given a variety of counselor-client situations. The possible client responses are in random order. Please classify each client response at one of the five levels. Career choice Counselor: (To student who was referred by his engineering professor for failing grades) "John, we've gone through the tests and reviewed your work history. Given all the information we've come up with, how do you put it together?" Client: a. "Well, I see the results. They seem to be saying that I don't look like an engineer and that I appear more like a journalist or English major. And, it's true that I haven't done too well in math and that English courses have given me my best grades." b. "The tests don't seem to make much sense. I'm going to work harder. I can't see why they referred me here anyway." c. "It makes sense. I did enjoy the English courses. I guess it's time to give myself a chance to do what I want. My dad wanted me to be an engineer like him. I've always tried to please him too much." d. "I don't know. Engineers make the best salaries. It's really important that I do what dad wants." e. "That settles it. I've given dad's idea a good try, but I haven't done well and I really like English better. I am going to do what I want and makes sense for me. I'm going to change my major."

Q: The CCS can be used be used to: a. determine the creative effect of your confrontation. b. assess success of your interventions. c. determine client progress over a series of sessions. d. all of the above.

Q: The most common empathic confrontation uses: a. paraphrasing. b. reflection of feelings. c. summarizations. d. all of the above.

Q: Which of the following statements regarding empathic confrontation and mediation is NOT true? a. There is a need for actual contact and communication between combatants. b. Power needs to be equal between the two individuals or groups. c. There is need to search for common goals and areas of agreement. d. A win-win resolution is most achievable when two individuals or groups meet to address issues.

Q: If your client starts with you at denial or partial acceptance (Level 1 or 2) and then moves with your help to acceptance and generating new solutions (Level 3 or 4), you have clear evidence of: a. the effectiveness of your therapy process. b. the capacity of your client to achieve progress without your help. c. the strong need for leadership and direction your client has. d. the powerful impact of the environment on our clients.

Q: Which of the following contextual factors may lead to clients' low self-worth and self-esteem? a. Self-talk and internal dialogue b. Cognitive distortions and negative schemas c. Oppression and racism d. All of the above

Q: Counseling helped Nelida: a. appreciate her culture and feel "proud" of her grandparents. b. appreciate herself and feel "proud" of her achievements. c. appreciate her mainstream culture and feel "proud" of her classmates. d. appreciate and "proudly" adopt the counselor's worldviews.

Q: Which of the following is NOT part of the Racial/Identity Development Model? a. Disillusionment Stage b. Resistance and Immersion Stage c. Introspection Stage d. Integrative Awareness Stage

Q: ____________ developed the Racial/Cultural Identity Development (R/CID) model. a. Ivey and Ivey b. Sue and Sue c. William Cross d. Zalaquett and Montenegro

Q: An interviewer may hear, "You helped me see my mixed feelings; I need to express my feelings more," in which level of the Client Change Scale (CCS)? a. Level 1: Denial b. Level 2: Partial examination c. Level 3: Acceptance and recognition, but no change d. Level 5: Development of new constructs, patterns, or behaviors

Q: An interviewer may hear, "Yes, I hurt and perhaps I should be angry," in which level of the Client Change Scale (CCS)? a. Level 1: Denial b. Level 2: Partial examination c. Level 3: Acceptance and recognition, but no change d. Level 5: Development of new constructs, patterns, or behaviors

Q: "I've been avoiding my anger, and it is getting in my way. I"m going to start dealing with it." An interviewer may hear this statement in which level of the Client Change Scale (CCS)? a. Level 1: Denial b. Level 4: Generation of a new solution c. Level 5: Development of new constructs, patterns, or behaviors d. Level 3: Acceptance and recognition, but no change

Q: Instructions:Imagine that you are talking with a client about emotional child abuse. You have just confronted the client with the following statement: "On one hand, you say you love your child, but on the other hand you continue to put her out in the hall of your apartment where you force her to stand in the dark. How do you put that together?" Classify the following client's response using the CCS scale. Client response: "I heard what you are saying. I want to change, but right at the moment I just can't do what I want. I tried last week, it didn't work. The divorce is getting to me. I'll do the best I can to change, but it is so hard." This client is where on the CCS? a. Partial examination b. Full examination, no change c. Decision to live with incongruity d. Development of new larger and more inclusive constructs, patterns, behaviors

Q: Instructions:Imagine that you are talking with a client about emotional child abuse. You have just confronted the client with the following statement: "On one hand, you say you love your child, but on the other hand you continue to put her out in the hall of your apartment where you force her to stand in the dark. How do you put that together?" Classify the following client's response using the CCS scale. Client response: "Yes, I do love her. I care for her very much. She is extremely important to me. We do everything together. We really do so many things that work out OK." This client is where on the CCS? a. Denial b. Partial examination c. Full examination, no change d. Decision to live with incongruity

Q: Instructions:Imagine that you are talking with a client about emotional child abuse. You have just confronted the client with the following statement: "On one hand, you say you love your child, but on the other hand you continue to put her out in the hall of your apartment where you force her to stand in the dark. How do you put that together?" Classify the following client's response using the CCS scale. Client response: "I think I see what you're saying. There is a big incongruity there. I want to stop, but I was abused and hit by my parents. I think I'm doing better than they did ï‚¾ï€ at least I don't strike Amie. But perhaps I can do something different next week. I'll try your new idea about disciplining her." This client is where on the CCS? a. Partial examination b. Full examination, no change c. Decision to live with incongruity d. Development of new constructs, patterns, or behaviors

Q: Instructions:Imagine that you are talking with a client about emotional child abuse. You have just confronted the client with the following statement: "On one hand, you say you love your child, but on the other hand you continue to put her out in the hall of your apartment where you force her to stand in the dark. How do you put that together?" Classify the following client's response using the CCS scale. Client response: "I don't understand what you are saying. There's no need to put it together. There's no problem. That's the way I do it." This client is where on the CCS? a. Denial b. Partial examination c. Decision to live with incongruity d. Development of new constructs, patterns, or behaviors

Q: Instructions:Imagine that you are talking with a client about emotional child abuse. You have just confronted the client with the following statement: "On one hand, you say you love your child, but on the other hand you continue to put her out in the hall of your apartment where you force her to stand in the dark. How do you put that together?" Classify the following client's response using the CCS scale. Client response: "I understand what you are saying, it just doesn't make sense what I'm doing. I seem to be saying one thing, but doing another." This client is where on the CCS? a. Denial b. Partial examination c. Full examination, no change d. Development of new constructs, patterns, or behaviors

Q: After four interviews, Dominic comments, "Wow, it's really working. Things are great at home. Sara and I are doing well. Working together works!" Dominic is in what level of the CCS scale? a. Denial b. Partial examination c. Acceptance and recognition, but no change d. Development of new, larger, and more inclusive constructs, patterns, or behaviorstranscendence

Q: Discuss the importance of advocacy and social justice in interviewing, counseling, and therapy.

Q: What are the advantages and disadvantages of the community genogram?

Q: How can the family genogram be criticized from an adoptive, extended family, or alternative view of family perspective?

Q: Discuss the value of a genogram and how listening skills and focusing might be used to help an individual understand how family issues relate to current concerns.

Q: Focusing has been presented as a technique or skill that could be used to control or free a client. Explain how focus could be used in both ways and present a coherent argument for use or non-use of this skill.

Q: "Wyoming is a lovely peaceful area of the country. Just being here and feeling the mountains every day is special. I have this opportunity to leave the U. to go to Chicago on a really well-paying job." Write alternative focus statements of a variety of types (do not repeat any classification of helping lead. that may be helpful to this client.

Q: Your client says to you: "The job situation in Puerto Rico is tough right now. So I've been thinking of moving to the mainland. Whether I should or not isn't clear to me." Write seven alternative focus statements in the form of open questions, which might be used to respond to this client.

Q: Discuss and provide examples of possible effects of cultural differences on the focusing skill.

Q: Counseling is teaching clients how to live or what to believe.

Q: Debriefing the community genogram is your chance to learn about the developmental history and cultural background of your client.

Q: The main focus of individual counseling is conflict, incongruity, and discrepancies between the individual and family and friends.

Q: A key task of counseling is to help the client restory past experience and develop new memories and connections.

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement. "I really don't know. It seems clear that my not getting the raise was really unfair ... just because I'm a woman. It really hurts!" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "As I listen to you, I get very angry with the situation."

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement. "I really don't know. It seems clear that my not getting the raise was really unfair ... just because I'm a woman. It really hurts!" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Let us take action. We can do it! We've got what it takes!"

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement. "I really don't know. It seems clear that my not getting the raise was really unfair ... just because I'm a woman. It really hurts!" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "The average woman's pay is 70% of the average man's pay."

Q: Instructions: The questions below require you to identify what type of focus the responder is using in the reply to the following statement. "I'd like to buy a new car, but I'm not sure if I can afford it. The ones I have been looking at seem terribly expensive. But then, I have a large family and could use the space. But will they be dependable? And what about gas mileage? What do you think I should do?" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Did you know that women and minorities often are charged more for cars than European American men are?"

Q: Instructions: The questions below require you to identify what type of focus the responder is using in the reply to the following statement. "I'd like to buy a new car, but I'm not sure if I can afford it. The ones I have been looking at seem terribly expensive. But then, I have a large family and could use the space. But will they be dependable? And what about gas mileage? What do you think I should do?" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "I really like my Widget. It's made me feel good just to drive it."

Q: Instructions: The questions below require you to identify what type of focus the responder is using in the reply to the following statement. "I'd like to buy a new car, but I'm not sure if I can afford it. The ones I have been looking at seem terribly expensive. But then, I have a large family and could use the space. But will they be dependable? And what about gas mileage? What do you think I should do?" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Your family wants space. What kind of car have they got in mind?"

Q: Instructions: The questions below require you to identify what type of focus the responder is using in the reply to the following statement. "I'd like to buy a new car, but I'm not sure if I can afford it. The ones I have been looking at seem terribly expensive. But then, I have a large family and could use the space. But will they be dependable? And what about gas mileage? What do you think I should do?" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "John, sounds as if you are pretty anxious about your decision."

Q: Instructions: The questions below require you to identify what type of focus the responder is using in the reply to the following statement. "I'd like to buy a new car, but I'm not sure if I can afford it. The ones I have been looking at seem terribly expensive. But then, I have a large family and could use the space. But will they be dependable? And what about gas mileage? What do you think I should do?" Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "How would you like to finance? And how much did you plan to spend on a car?"

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement: "I just can't believe how much fun I'm having right now. They call this an exam, but I feel more like I'm at a party. And not only that, but I'm learning so much at the same time. I just feel so smart and competent as I answer these questions I could just jump up and down. My parents never told me how much fun college was going to be. The only problem is the professor's sense of humor. Sometimes I think he got into teaching because it was the only way he could get away with such bad jokes without having people leave the room." Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Apparently there is a university rule prohibiting excessive jumping up and down with happiness during an exam."

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement: "I just can't believe how much fun I'm having right now. They call this an exam, but I feel more like I'm at a party. And not only that, but I'm learning so much at the same time. I just feel so smart and competent as I answer these questions I could just jump up and down. My parents never told me how much fun college was going to be. The only problem is the professor's sense of humor. Sometimes I think he got into teaching because it was the only way he could get away with such bad jokes without having people leave the room." Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Tell me a bit more about your family's reactions?"

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement: "I just can't believe how much fun I'm having right now. They call this an exam, but I feel more like I'm at a party. And not only that, but I'm learning so much at the same time. I just feel so smart and competent as I answer these questions I could just jump up and down. My parents never told me how much fun college was going to be. The only problem is the professor's sense of humor. Sometimes I think he got into teaching because it was the only way he could get away with such bad jokes without having people leave the room." Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Let us lead the class in song!"

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement: "I just can't believe how much fun I'm having right now. They call this an exam, but I feel more like I'm at a party. And not only that, but I'm learning so much at the same time. I just feel so smart and competent as I answer these questions I could just jump up and down. My parents never told me how much fun college was going to be. The only problem is the professor's sense of humor. Sometimes I think he got into teaching because it was the only way he could get away with such bad jokes without having people leave the room." Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Steps need to be taken to improve the humor or eliminate it completely."

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement: "I just can't believe how much fun I'm having right now. They call this an exam, but I feel more like I'm at a party. And not only that, but I'm learning so much at the same time. I just feel so smart and competent as I answer these questions I could just jump up and down. My parents never told me how much fun college was going to be. The only problem is the professor's sense of humor. Sometimes I think he got into teaching because it was the only way he could get away with such bad jokes without having people leave the room." Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "I agree with you. I only wish I had another test this semester."

Q: Instructions: The question(s) below require you to identify what type of focus the responder is using in the reply to the following statement: "I just can't believe how much fun I'm having right now. They call this an exam, but I feel more like I'm at a party. And not only that, but I'm learning so much at the same time. I just feel so smart and competent as I answer these questions I could just jump up and down. My parents never told me how much fun college was going to be. The only problem is the professor's sense of humor. Sometimes I think he got into teaching because it was the only way he could get away with such bad jokes without having people leave the room." Identify the kind of focus by its letter. a. Person focus b. Problem / main theme focus c. Others focus d. Family focus e. Mutual issues or group focus f. Interviewer focus g. Cultural / environmental / contextual focus ____ "Several people I talked to had the course last semester and felt so good during an exam that they actually began to sing."

Q: The focusing skill is closely related to ____. a. hippocampus b. energizing amygdala c. selective attention d. non-verbal behavior

Q: Which one of the following examples is NOT an example of a counselor acting for social justice or as an advocate? a. A career counselor helps a 40-year-old business manager face a career change. b. A high-school counselor initiates school policies and awareness programs against oppression in the classroom. c. An elementary school counselor works with a child who is being bullied on the playground. d. A social worker helps an abused wife and her children obtain shelter.

Q: In which scenario will talking with clients about their issues NOT be enough, and the interviewer may need to consider advocacy or an approach to resolve a social justice issue? a. As an elementary school counselor, you are helping a student who feels overwhelmed with her homework assignments. b. As a personal counselor, you are working with a woman facing divorce. c. As a personnel officer, you discover systematic bias against promotion for women and minorities. d. As a high-school guidance counselor, you are helping graduating Seniors prepare their paperwork for college.

Q: Advocacy is ____. a. speaking out for your clients b. working in the school or community c. working for social change d. all of the above

Q: "What are some of the strengths that you gain from your spiritual orientation?" By using this question, how is the interviewer trying to focus the client? a. Client focus b. Problem or issue focus c. Significant others d. Cultural context / environmental

Q: "What do you see in your genogram that reminds you of good times?" By using this question, how is the interviewer trying to focus the client? a. Client focus b. Problem or issue focus c. Significant others d. Cultural context / environmental

Q: What is the focus of the following counselor's statement? "Women often take all the responsibility and have to stand alone and work it out." a. Focus on the client b. Focus on the main theme or problem c. Focus on mutuality d. Focus on cultural / environmental / contextual issues

Q: "Financially, things were tight last time. How will it be this time?" ____ is the primary focus of this paraphrase and open question. a. The client b. The main theme or problem c. Mutuality d. Focus on cultural / environmental / contextual issues

Q: Which one of the following statements is NOT true of cultural / environmental focus? a. Environmental context is not a legitimate focus area. b. Environmental context is person-as-community. c. Environmental context is the impact of how the client grew up in community. d. Environmental context includes cultural, gender, and race impacts on client development.