Comp exam study guide Flashcards
Countertransference
Client has triggered emotional issues based on counselor’s own history
Dual relationships
Counselor and client have diverse and multiple relationships, other than counseling relationship
Informed consent
Way in which clients are provided info to take part in the therapeutic process
Confidentiality
Safeguarding clients from unauthorized disclosures of info from therapeutic relationship
Nonmaleficence
Intentionally avoiding harming a client any further
HIPAA
Health Insurance Portability and Accountability Act, addresses who can look at health info from clients
FERPA
Federal Educational Rights and Privacy Act, protects privacy of educational records
Lanterman-Petris Short Act
Established specific requirements for the provision of mental health services that set up conditions of involuntary detention
Etic
Behaviors or traditions of all or most humans regardless of race, ethnicity, culture (outsider’s perspective)
Emic
Behaviors and traditions particular to a certain cultural group (insider’s perspective)
ABC of counseling
A: basic attending skills to build rapport
B: Identify nature of crisis
C: Coping strategies
Attachment theories
Anxious
Fearful avoidant
Dismissive avoidant
Secure
Anxious attachment
Results from inconsistent parenting style, insecure in romantic relationships, worried about rejection, highly emotional
Fearful avoidant attachment
Feeling not worthy of love, childhood trauma, neglect or abuse, unable to regulate emotions
Dismissive avoidant attachment
Parents fail to meet child’s emotional needs, afraid of intimacy, distant and uncomfortable talking about emotions
Secure attachment
Bond formed when parents are consistent with child’s needs, feels secure and calm with their emotions and in relationships
Types of trauma
Acute
Chronic
Complex
Acute trauma
Result of single distressing event
Chronic trauma
Result of recurrent, multiple, and ongoing distressing traumatic events
Complex trauma
Results from exposure to varied and multiple traumatic events
PTSD
Disassociation, repression, hypervigilance, paranoia, feeling powerless, anger, regression
Secondary PTSD
Emotional duress when someone hears about firsthand traumatic experiences
Burnout
Physical and emotional exhaustion involving negative self-concept, negative job attitudes, and loss of concern for clients
Community trauma
Product of cumulative impact of regular incidents of interpersonal, historical, and intergenerational violence and continual exposure to structural violence
Types of disasters
Natural
Man-made
Piaget 4 stages of development
Sensorimotor (0-2)
Preoperational (2-7)
Concrete operational (7-11)
Formal operational (12-up)
Erikson 8 stages of development
Trust vs mistrust (0-1.5) hope Autonomy vs shame and doubt (1.5-3) will Initiative vs guilt (3-5) purpose Industry vs inferiority (5-12) competency Identity vs role confusion (12-18) fidelity Intimacy vs isolation (18-40) love Generativity vs stagnation (40-65) care Ego integrity vs despair (65-up) wisdom
Kohlberg 6 stages of moral development
Punishment and obedience orientation(it’s okay if not caught)
Instrumental relativist orientation(if it feels good, do it)
Good boy, nice girl(do it for me/someone else)
Law and order orientation(do your duty)
Social contract orientation(consensus of thoughtful men)
Universal ethical principles(human life has supreme inherent value)
Vygotsky
Theory of learning and development
Zone of proximal development
Vygotsky: space between what a learner can do without assistance and what they can do with adult guidance
Big 5 personality traits
Openness Conscientiousness Extroversion Agreeableness Neuroticism
Self-efficacy
Bandura: belief in individual ability to execute behaviors necessary to produce specific performance attainment
Existential therapy
Focus on self-awareness, authentic living, facing unavoidable human conditions
Individuals create their own truth and reality
Distress: repressed creative or constructive purposes
Change: authenticity and freedom
Person-centered theory
Carl Rogers
Unconditional regard and empathic understanding
Therapeutic relationship is mechanism for change
Create conditions where client engages in self-discovery
Therapist does not educate clients
Distress: incongruence
Change: congruence
Gestalt
Fritz and Perls
Increasing awareness of themselves and environment
Empty chair
Exaggeration
Distress: Inability to maintain reality in present moments
Change: Using sensory experiences to increase self-awareness
Psychoanalytic theory
Freud
Unconscious mind affects thoughts, feelings, behaviors
“Talk therapy”
Distress: past unconscious behavior patterns breech paternal connection
Change: therapist identifies unconscious conflicts and motivations
Modern psychodynamic theory
Events in our childhood shape who we are now
These events can remain unconscious
Distress: interpersonal patterns troubling the client
Change: both client and therapist shed light on patterns troubling the client
Role of counselor in each theory
Psychoanalytic: blank slate and listens for unconscious conflicts
Person-centered: encourager to the expert (client)
Existential: therapist is completely present with client, works to self-discovery
Modern psychodynamic: two-person field
Gestalt: therapist is collaborative expert to work towards developing client’s self-awareness
Evidence-based practice
Integration of the best available research with clinical expertise in the context of patient characteristics
Factors that contribute to success in therapy
40% client variables
30% therapeutic relationship
15% technique and models used
15% expectancy and placebo
Core conditions
These conditions need to be met for client to be successful
Empathy
Congruence
Unconditional positive regard
Corrective emotional experience
Reexposure of client, under better circumstances, to emotional situations which they could not handle previously
Dream analysis
Psychoanalysis
Free association
Psychoanalysis
Interpretation
Psychodynamic
Core conditions (which approach?)
Person-centered
Congruence
Person-centered
Ego, Id, Superego
Ego: reality
Superego: morality
Id: instincts
Validity
Extent to which an indicator really measures the concept
Predictive validity
Can you use the measure to make accurate predictions?
Concurrent validity
Can you compare the results against another measure known to be valid?
Construct validity
Can you deduce the hypotheses using this measure?
Content validity
Extent to which the items of the test are fairly representative of the domain the test seeks to measure
Trait-Factor theory
Frank Parsons
Develop clear understanding of yourself (aptitudes, abilities)
Develop knowledge of requirements for success of job you want
Use true reasoning to relate these two groups of facts
Mostly a cognitive process
Holland’s theory
John Holland Categorized into 6 areas: Realistic: do-ers Investigative: thinkers Artistic: creators Social: helpers Enterprising: persuaders Conventional: organizers
Roe’s theory
Anne Roe
Draws on Maslow’s hierarchy of needs- people pursue careers that meet needs from childhood
8 occupational groups
Gottfredson’s theory
Linda Gottfredson
Circumscription and compromise
Super’s theory
Donald Super
Stage development and social role theory
5 stages:
Growth (childhood, fantasies, interests)
Exploration (adolescence, crystallization, specifying)
Establishment (early adulthood, stabilizing, advancing)
Maintenance (middle adulthood, holding, innovating)
Disengagement (late adulthood, retirement)
Krumboltz theory
Social learning theory of career development
People make career decisions through learning opportunities and social environment
Factors include: genes and special abilities, environmental conditions, associative learning conditions, task-approach skills
Social cognitive career theory (SCCT)
Explains 3 interrelated aspects of career development:
1. how basic academic and career interests develop
2. how educational and career choices are made
3. how academic and career success is obtained
Includes contextual influences, learning experiences, and identity information
Integrative life planning
Sunny Hansen 6 career development tasks confronting adults Finding work that needs doing Weaving lives into meaningful whole Connecting family and work Valuing inclusivity Managing personal transitions Exploring spirituality and life purpose
Career construction theory
Savickas
Narrative based
People find meaning through their work
Cognitive information processing approach
CIP pyramid Knowledge domains (self-knowledge, occupational knowledge) Decision-making skills domain (generic info processing skills) Executive processing domain (meta-cognition)
Types of groups in group therapy
Psychoeducational
Support
Psychotherapy
Skills
Yalom’s principles of group therapy (11)
Instillation of hope Universality Imparting information Altruism Development of socialization techniques Imitative behavior Interpersonal learning Group cohesiveness Catharsis Existential factors Corrective recapitulation of the primary family group
Instillation of hope
Therapists remind members of their progress
Universality
Other people have similar issues to you
Imparting information
Group members and therapist impart advice and info
Altruism
Members can support and reassure others, builds confidence
Development of socialization techniques
Members can give and receive feedback in social skills/interactions for outside the group
Imitative behavior
Members observe and mimic behaviors of senior members or therapist, can gain better understanding of themselves
Interpersonal learning
Through feedback and self-observation, members can gain awareness of strengths and limitations of their behaviors
Group cohesiveness
Members gain a sense of belonging, more comfortable to share and open up
Catharsis
Sharing feelings with group can release anger and other pent up emotions
Existential factors
Group therapy provides space for people to process existential issues such as death
Corrective recapitulation of the primary family group
Groups can mimic families, members can process through issues from their childhood and learn how they have shaped who they are today
