Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CPS 310 > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

The two struggles when building relationships

A

battle for structure and battle for initiative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

involves issues of administrative control

A

battle for structure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

concerns the motivation for change and client responsibility

A

battle for initiative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

skills that include atheoretical and social-learning behaviors such as attending, encouraging, reflecting, and listening

A

microskills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Factors that influence the Counseling process

A

seriousness, structure, initiative, the physical setting, client qualities, counselor qualities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

a joint understanding between the counselor and client regarding the characteristics, conditions, procedures, and parameters of counseling

A

structure in counseling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

time-limits, action limits, role lists, procedural limits

A

practice guidelines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

for the prevention of destructive behavior

A

action limits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what will be expected of each participant

A

role limits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

in which the client is given the responsibility to work on specific goals or needs

A

procedural limits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

include details about the nature of counseling, expectations, responsibilities, methods, and ethic of counseling

A

professional disclosure statements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

the motivation to change

A

initiative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

blaming a person when the problem was not entirely his or her fault

A

scapegoating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

counselor assumes role of client to understand and imagine how it would feel to come for counseling; promotes counselor empathy

A

role-reversal exercise

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

one who has been referred by a third party and is frequently “unmotivated to seek help”

A

reluctant client

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

a person in counseling who is unwilling, unready, or opposed to change; may seek counseling, but does not wish to go through emotional pain, change in perspective, or enhanced awareness that counseling demands; IDK

A

resistant client

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

how many forms of resistance?

A

22

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

acceptance, patience, anticipate it, confrontation, metaphors, mattering

A

ways counselors help clients be less resistant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

the counselor asks the client to comply with a minor request, and then later follows with a larger request

A

foot in the door

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

the counselor asks the client to so a seemingly impossible task and then follows by requesting the client to do a more reasonable task

A

door in the face

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

counselor simply points out to the client exactly what the client is doing, such as being inconsistent

A

confrontation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

can be used to teach and reduce threat levels by providing stories, by painting images, by offering fresh insights, by challenging rigid thinking…

A

metaphors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

the perception that as human beings, we are important and significant to the world around us and to others in our lives

A

“mattering”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

should be comfortable and attractive; not overwhelming, noisy or distracting; soft lighting, quiet colors, comfortable furniture, no distraction, smells, distance

A

physical setting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

the spatial features of the environment

A

proxemics

26
Q

YAVIS

A

young, attractive, verbal, intelligent, successful; most likely to be successful in counseling

27
Q

DUDs

A

less successful candidates; dumb, unintelligent, disadvantaged

28
Q

HOUNDs

A

homely, old, unintelligent, nonverbal, disadvantaged; also unsuccessful in counseling

29
Q

Nonverbal behaviors and facial expressions are important with?

A

children

30
Q

self awareness, honesty, congruence, knowledge, ability to communicate, expertness, attractiveness, trustworthiness

A

counselor qualities

31
Q

the degree to which a counselor is perceived as knowledgable and informed about his or her speciality; diplomas and certifications

A

expertness

32
Q

a function of perceived similarity between a client and counselor as well as physical features

A

attractiveness

33
Q

the sincerity and consistency of the counselor

A

trustworthiness

34
Q

Types of Initial Interviews

A

Client initiated, counselor initiated, information first, relationship first

35
Q

listening to the client’s story; requires a submersion of the self and immersion in the other

A

client-initiated

36
Q

immediately state the need (school counselor)

A

counselor-initiated

37
Q

counselor-focused, probing questions

A

information first

38
Q

a question that usually begins with who, what, when, where, how; few with why

A

probe

39
Q

highlighting the last few words of the client

A

accent

40
Q

requires a specific and limited response, such as yes or no

A

closed question

41
Q

typically begins with what, how, and could, and allows the client more latitude to respond

A

open question

42
Q

a response the counselor uses to be sure he or she understands what the client is saying

A

request for clarification

43
Q

concentrate more on the client’s attitudes and emotions

A

relationship-oriented first interview

44
Q

a simple mirror response to a client that lets the client know the counselor is actively listening

A

restatement

45
Q

deals with verbal and nonverbal expression, similar to restatement

A

reflection of feeling

46
Q

the act of paraphrasing a number of feelings that the client has conveyed

A

summary of feelings

47
Q

“I notice that your arms are folded across your chest”

A

acknowledgment of nonverbal behavior

48
Q

showing a genuine interest and accepting of a client

A

rapport

49
Q

Two most important microskills for rapport

A

attending behavior and client observation skills

50
Q

non-coercive invitations to talk

A

door openers

51
Q

judgmental or evaluative invitations to talk

A

door closers

52
Q

the counselor’s ability to enter the client’s phenomenal world, to experience the client’s world as if it were your own without ever losing the “as if” quality; keys are perception and communication

A

empathy

53
Q

when a counselor perceives the cultural frame of reference from which his or her client operates, including the client’s perceptual and cognitive process

A

culturally-sensitive empathy

54
Q

the ability to respond in such a way that is apparent to both the client and counselor that the counselor has understood the client’s major themes

A

primary empathy

55
Q

a process of helping a client explore themes, issues, and emotions new to his or her awareness; inappropriate for first interview

A

advanced empathy

56
Q

the amount of verbal and nonverbal behavior shown to the client

A

attentiveness

57
Q

SOLER

A

squarely, open posture, lean toward, eye contact, relax

58
Q

non helpful interview behavior

A

advice giving, lecturing, excessive questioning, storytelling or self-disclosure

59
Q

these are not identified, too broad, or not prioritized

A

unfocused goals

60
Q

defined by either the counselor or client, includes happiness, perfection, progress, being #1, and self-actualization

A

unrealistic goals

61
Q

2 groups of uncoordinated goals

A

those probably really uncoordinated (incompatible, does not go along with personality of client) or those seemingly uncoordinated (afraid to take personal responsibility)

62
Q

Seven Criteria or Judging Effective Goals in Counseling

A

mutually agreed on by client and counselor, specific, relevant to self-seating behavior, achievement and success oriented, quantifiable and measurable, behavioral and observable, understandable and can be restated clearly

CPS 310 (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions