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Which of the following represents a potential limitation of reflection of feeling?
a. Not all clients will appreciate your comments on their feelings.
b. Empathic reflection can have a confrontational quality to some clients.
c. Timing is particularly important with reflection of feeling.
d. All of the above.
"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
Which of the following is the emotional center of the brain?
a. Right brain
b. Limbic system
c. Left brain
d. Hippocampus
Instructions: Following is a brief client-interview exchange. Material and questions are
based on contents presented on pages 64.
Client: "I felt like my cabin was the most cohesive group in camp. Yet, I felt some
personal problems at the time. I wanted to become a therapist and wondered if I weren't
simply being selfish and using my ability to help others as a way to avoid myself."
The counselor responses below are in reaction to the client. Indicate which are
attending and which are non-attending.
"Cohesive group?"
a. Attending
b. Non-attending
____________ developed the Racial/Cultural Identity Development (R/CID) model.
a. Ivey and Ivey
b. Sue and Sue
c. William Cross
d. Zalaquett and Montenegro
Find strengths and resources in every client _____.
a. story
b. goals
c. restory
d. action
Which of the following represents one of Shenk's findings regarding excellence?
a. Practice changes your mind but not your body.
b. Skills are non-specific.
c. The brain drives the brawn.
d. All of the above.
____ is demonstrated when the interviewer responds to the client, "You really feel
frustrated, almost crazy, over the situation."
a. Encouraging
b. Paraphrasing
c. Summarizing
d. Reflecting feeling
Which of the five theoretical orientations presented in this book is BEST represented by
the following lead? Select the one best alternative, even though other systems may use
the style at times.
"Could you be a bit more specific about what went through your mind, what happened
next, and what was the final result?"
a. Person-centered theory
b. Decisional career counseling
c. Cognitive behavioral therapy
d. Motivational interviewing
The basic listening sequence is central to ____.
a. person-centered theory
b. decisional career counseling
c. assertiveness training
d. brief interviewing and counseling
e. all of the above
Which of the following openings would be useful to draw out a child's story?
a. "Honey, could you tell me what happened?"
b. "Tell me everything that occurred, Joey."
c. "Nelson, where were you when the fight started?"
d. None of the above.
Person-centered theory is more effective for ____.
a. long-term in-patient care clients
b. distracted clients who need more interviewer guidance
c. verbal, abstract, and self-directed clients
d. long-term out-patient care clients
Which of the following statements about the Client Change Scale (CCS) is NOT true?
a. CCS measures the effectiveness of confronting clients about mixed messages.
b. CCS assesses the client's position relative to how he/she copes with life changes.
c. CCS measures the intensity of counselor statements during direct confrontation.
d. The way a client deals with a variety of life change issues can all be considered using
the CCS.
Empathic confrontation is best described as _____________.
a. direct eye contact and a clear voice
b. identifying mixed messages
c. a gentle, but firm, challenge
d. all of the above
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
Helping the client take what is learned out of the interview is ____.
a. story
b. positive asset
c. restory
d. action
Teaching attending behavior to clients is recommended by the authors because:
a. it will make clients into beginning interviewers and counselors.
b. it provides something to do when the interview begins to slow down.
c. research and counseling practice has revealed that it can be highly beneficial to many
clients.
d. all of the above.
"Why did you do that?" This question may:
a. Make clients feel defensive.
b. Bring out client reasons for what they did.
c. Help clients think about what they did and why.
d. All of the above.
When you observe and practice ethically and follow professional standards, you can
anticipate:
a. more liability in your practice.
b. the client will recognize your power position within the relationship.
c. increased client trust and understanding of the interview process.
d. negative issues of social justice because justice is blind.
When the interviewer focuses on the negative or distorts client conversation, this is:
a. empathy.
b. subtractive empathy.
c. basic empathy.
d. additive empathy.
The effective helping professional plans each interview with a client. In which stage of
the interview are you likely to emphasize behavior, thoughts, feelings, meanings?
a. Empathic relationship
b. Story and strengths
c. Goals
d. Restory
e. Action
Which one of the following is a current demand put on the helping professions?
a. Clear and measurable results.
b. Cultural awareness and new ways to help clients make sense of their world.
c. The need to maintain focus on human dignity and past traditions.
d. All of the above.
"I am doing well on this examination," said by a European American or European
Canadian, middle-class student with eyes downcast, shows a discrepancy between
____.
a. two verbal statements
b. what one says and what one reasons
c. statements and nonverbal behavior
d. the client and a situation
Silence, minimum verbal utterances, and head nods are effective ways of
a. encouraging.
b. paraphrasing.
c. summarizing.
d. reflecting feeling.
Which of the following theories is strongly associated with teflection of meaning?
a. Cognitive behavioral therapy
b. Person-centered
c. Logotherapy
d. Psychodynamic
Which of the following suggestions may encourage clients talk more freely with you?
a. Build trust at the client's pace
b. Accept some randomness
c. Search for concrete specifics
d. All of the above
The microskills rest on a base of ____.
a. multicultural competence, wellness, and positive psychology
b. genetics, ethics, and strengths
c. listening competencies, ethics, and drive
d. ethics, multicultural competence, and wellness
"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.
Historically ____ has/have given little attention to Stage 5, action.
a. decisional counseling
b. person-centered counseling
c. cognitive behavioral therapy
d. all of the above
As a result of effective and empathic confrontation, a counselor or interviewer can
anticipate that the client will ________.
a. resolve his or her issues
b. move to a more productive topic
c. come up with new ideas, thoughts, and feelings
d. become angry
According to the authors, the most effective eye contact for attending ____.
a. depends on the cultural and socioeconomic factors of the interviewee
b. requires consistent visual contact with the interviewee
c. demands avoiding eye contact with the interviewee
d. respects multicultural preferences
While learning to identify and reflect client feelings it is critical for prospective
counselors and interviewers to focus only on their client's personal history and ability to
deal with emotions.
Instructions: The five stages of a simple structure for the interview are listed below.
Following are counselor comments. Identify the skill used by the counselor in terms of
the five skills listed andalso list the Stage / Dimension of the interview most likely
represented.
Use an asterisk to indicate "any stage."
"Really nice to see you. How's it going today?"
Skill:
Stage:
Instructions: Which of the following client emotional presentations are sensorimotor,
concrete, formal operational, or dialectic / systemic?
SM forsensorimotor
C forconcrete
F forformal operational
DS fordialectic / systemic
____ Silent crying
Judgments should never be implicated in the counseling session.
Counselor's personal decisions rarely influence what happens in the session.
How would you design a relapse prevention program to facilitate a client in developing
an effective weight loss program?
Answer:
Answer not provided.
Outline the five stages/dimensions of the interview and the importance of each. Give
special attention to cultural issues.
Answer:Answer not provided.
What are the guidelines for effective feedback and how have you found them useful in
your own session practice?
Answer:
Answer not provided.
Compare and contrast person-centered, decisional counseling, Logotherapy, and
multicultural counseling as they might use the five stages of the interview.
Answer:
Answer not provided.
Recent research reveals that sad, mad, glad, and anger can be located in specific parts of
the brain.
You are working with a client who gets over-involved and too deep in emotion. There is
a clear need to tone down emotional expression. How would you go about this?
Answer:
Answer not provided.
The sight of a person showing intense disgust turns on the observer's brain areas
associated with the feeling of disgust.
How would you design a relapse prevention program to facilitate a client in developing
an effective weight loss program?
Answer:
Answer not provided.
Awareness, knowledge, and skills are meaningless unless you act.
Discuss the importance of advocacy and social justice in interviewing, counseling, and
therapy.
Answer:
Answer not provided.
