Chapter 13: Issues in Counselor Education
1. How do relationships in counselor education, supervision, and training differ from clinical
relationships?
a. they are easier because they are indirect.
b. they are tripartite.
c. they are complex.
d. they involve a university.
e. they have more equal power dynamics.
2. Which of the following is NOT information that must be provided to prospective students
before they enter a program?
a. evaluation criteria and procedures.
b. program subject matter.
c. faculty advisor assignment.
d. dismissal policies and procedures.
e. length of time for program completion.
3. When making graduate program admissions decisions, counselor educators
a. must use objective information such as grade point averages and test scores.
b. may balance their program by admitting certain numbers of individuals based on their
gender, race, and religion.
c. must have a minimum cut-off score if a standardized test, such as the GRE, is used.
d. may deviate from their published procedures if fairness demands that they do that.
e. may use their subjective judgment regarding a number of factors.
4. One of the most ethically sensitive components of counselor training that has generated
considerable debate is
a. job placement after graduation.
b. self-growth experiences.
c. class presentations.
d. subjective grading in counseling skills classes.
e. relationships with peers.
5. When counselor educators evaluate the performance of a student’s counseling skills, the
counselor educators
a. may apply subjective standards as long as they do not abuse their discretion.
b. may apply subjective standards, but the process of evaluation must be pre-approved
by CACREP.
c. must grade the student using number-based objective evaluations.
d. must have a team evaluate the student’s performance, rather than evaluating the
performance on their own.
e. must evaluate the student individually, taking into consideration his or her individual
situation, avoiding applying absolute standards.
6. In matters of student evaluations or dismissals from academic programs, courts
a. carefully review the basis upon which professors made their decisions and determine
whether or not it was a reasonable decision, given the circumstances.
b. defer to the judgment of professors, unless the professors failed to use an acceptable
number system in making their decisions.
c. defer to the judgment of professors, unless the professors used only subjective
decision-making.
d. defer to the judgment of professors, unless established procedures were violated or
the evaluations were clearly unfair.
e. usually reverse the decisions of professors because students do not sue unless they
have been treated unfairly.
7. Flexibility in relationship boundaries between counselor educators and students may be
more acceptable than between counselors and clients because in counselor educator/student
relationships, the student
a. cannot be harmed.
b. is near the same age.
c. is an adult.
d. eventually becomes a colleague.
e. does not need protection from abuse.
8. Sexual relationships between counselor educators and their students
a. are not expressly forbidden in the ACA Code of Ethics.
b. are expressly forbidden in the ACA Code of Ethics.
c. are not forbidden because students are not in a vulnerable position in their
relationships with professors.
d. should be avoided, but can be justified in some circumstances.
e. are expressly forbidden by most universities.
9. Studies of women who have been involved in sexual relationships with their professors
indicate
a. that at first the women believed the relationship was consensual, but in retrospect they
viewed it as more coercive.
b. the women suffered no negative consequences from those relationships.
c. the women most often initiated the relationships.
d. the women suffered serious psychological damage from the relationships.
e. the women later had sexual relationships with their own students.
10. While you are a counseling graduate student
a. you have a different code of ethics from the one of practicing counselors.
b. you must follow the same code of ethics as practicing counselors.
c. you will not be held accountable for making ethical mistakes.
d. the ethical standards you are held to are less rigorous than those imposed on
practicing counselors.
e. you do not have a code of ethics that applies to you.
11. Counselor educators have an ethical obligation to
a. teach ethics as a separate and discrete course in the curriculum.
b. infuse multicultural material into all courses in the curriculum.
c. restrict their teaching of theories to traditional, widely accepted models that have
proven effective in counseling clients.
d. grade counseling students on their level (but not the content of) their self disclosure.
e. assign letter grades to students in all field experience courses.
12.As a result of recent developments in technology, counselor education faculty are advised to
a. teach students how to use digital videorecording equipment to record their
practice counseling sessions
b. teach some courses over the Internet
c. emphasize confidentiality of audo- and videotaped counseling sessions of
student interns
d. require students to have university e-mail accounts
e. develop and publish policies regarding student conduct on social networking
sites
13.Students who have not been able to demonstrate the skills needed to be effective counselors
a. must be given opportunities to remediate their deficiencies before a
dismissal decision is made
b. are required by CACREP to repeat the practicum course
c. are required to switch to a different major
d. should be endorsed by faculty for graduation but not for employment
as counselors
e. should be required to take a year’s leave of absence from the training
program
14.The professional literature suggests that students often believe they receive inadequate
preparation in the content area of
a. ethics
b. technology
c. social justice and advocacy
d. group counseling
e. counseling theories
15.The gatekeeping responsibilities of counselor educators may involve all of the following
EXCEPT a. developing a professional development plan for a student whose counseling
skills are deficient
b. dismissing a student from the training program after observing due process
c. providing periodic feedback and evaluation of professional development
d. providing a formal hearing if a student is dismissed for academic reasons
e. documenting decisions to dismiss students
Chapter Thirteen