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Comp counseling exam > Comp exam study guide > Flashcards

Comp exam study guide Flashcards

1
Q

Countertransference

A

Client has triggered emotional issues based on counselor’s own history

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2
Q

Dual relationships

A

Counselor and client have diverse and multiple relationships, other than counseling relationship

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3
Q

Informed consent

A

Way in which clients are provided info to take part in the therapeutic process

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4
Q

Confidentiality

A

Safeguarding clients from unauthorized disclosures of info from therapeutic relationship

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5
Q

Nonmaleficence

A

Intentionally avoiding harming a client any further

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6
Q

HIPAA

A

Health Insurance Portability and Accountability Act, addresses who can look at health info from clients

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7
Q

FERPA

A

Federal Educational Rights and Privacy Act, protects privacy of educational records

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8
Q

Lanterman-Petris Short Act

A

Established specific requirements for the provision of mental health services that set up conditions of involuntary detention

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9
Q

Etic

A

Behaviors or traditions of all or most humans regardless of race, ethnicity, culture (outsider’s perspective)

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10
Q

Emic

A

Behaviors and traditions particular to a certain cultural group (insider’s perspective)

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11
Q

ABC of counseling

A

A: basic attending skills to build rapport
B: Identify nature of crisis
C: Coping strategies

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12
Q

Attachment theories

A

Anxious
Fearful avoidant
Dismissive avoidant
Secure

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13
Q

Anxious attachment

A

Results from inconsistent parenting style, insecure in romantic relationships, worried about rejection, highly emotional

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14
Q

Fearful avoidant attachment

A

Feeling not worthy of love, childhood trauma, neglect or abuse, unable to regulate emotions

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15
Q

Dismissive avoidant attachment

A

Parents fail to meet child’s emotional needs, afraid of intimacy, distant and uncomfortable talking about emotions

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16
Q

Secure attachment

A

Bond formed when parents are consistent with child’s needs, feels secure and calm with their emotions and in relationships

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17
Q

Types of trauma

A

Acute
Chronic
Complex

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18
Q

Acute trauma

A

Result of single distressing event

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19
Q

Chronic trauma

A

Result of recurrent, multiple, and ongoing distressing traumatic events

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20
Q

Complex trauma

A

Results from exposure to varied and multiple traumatic events

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21
Q

PTSD

A

Disassociation, repression, hypervigilance, paranoia, feeling powerless, anger, regression

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22
Q

Secondary PTSD

A

Emotional duress when someone hears about firsthand traumatic experiences

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23
Q

Burnout

A

Physical and emotional exhaustion involving negative self-concept, negative job attitudes, and loss of concern for clients

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24
Q

Community trauma

A

Product of cumulative impact of regular incidents of interpersonal, historical, and intergenerational violence and continual exposure to structural violence

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25
Q

Types of disasters

A

Natural

Man-made

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26
Q

Piaget 4 stages of development

A

Sensorimotor (0-2)
Preoperational (2-7)
Concrete operational (7-11)
Formal operational (12-up)

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27
Q

Erikson 8 stages of development

A 
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
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28
Q

Kohlberg 6 stages of moral development

A

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)

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29
Q

Vygotsky

A

Theory of learning and development

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30
Q

Zone of proximal development

A

Vygotsky: space between what a learner can do without assistance and what they can do with adult guidance

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31
Q

Big 5 personality traits

A 
Openness
Conscientiousness
Extroversion
Agreeableness
Neuroticism
32
Q

Self-efficacy

A

Bandura: belief in individual ability to execute behaviors necessary to produce specific performance attainment

33
Q

Existential therapy

A

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

34
Q

Person-centered theory

A

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

35
Q

Gestalt

A

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

36
Q

Psychoanalytic theory

A

Freud
Unconscious mind affects thoughts, feelings, behaviors
“Talk therapy”
Distress: past unconscious behavior patterns breech paternal connection
Change: therapist identifies unconscious conflicts and motivations

37
Q

Modern psychodynamic theory

A

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

38
Q

Role of counselor in each theory

A

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

39
Q

Evidence-based practice

A

Integration of the best available research with clinical expertise in the context of patient characteristics

40
Q

Factors that contribute to success in therapy

A

40% client variables
30% therapeutic relationship
15% technique and models used
15% expectancy and placebo

41
Q

Core conditions

A

These conditions need to be met for client to be successful
Empathy
Congruence
Unconditional positive regard

42
Q

Corrective emotional experience

A

Reexposure of client, under better circumstances, to emotional situations which they could not handle previously

43
Q

Dream analysis

A

Psychoanalysis

44
Q

Free association

A

Psychoanalysis

45
Q

Interpretation

A

Psychodynamic

46
Q

Core conditions (which approach?)

A

Person-centered

47
Q

Congruence

A

Person-centered

48
Q

Ego, Id, Superego

A

Ego: reality
Superego: morality
Id: instincts

49
Q

Validity

A

Extent to which an indicator really measures the concept

50
Q

Predictive validity

A

Can you use the measure to make accurate predictions?

51
Q

Concurrent validity

A

Can you compare the results against another measure known to be valid?

52
Q

Construct validity

A

Can you deduce the hypotheses using this measure?

53
Q

Content validity

A

Extent to which the items of the test are fairly representative of the domain the test seeks to measure

54
Q

Trait-Factor theory

A

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

55
Q

Holland’s theory

A 
John Holland
Categorized into 6 areas:
Realistic: do-ers
Investigative: thinkers
Artistic: creators
Social: helpers
Enterprising: persuaders
Conventional: organizers
56
Q

Roe’s theory

A

Anne Roe
Draws on Maslow’s hierarchy of needs- people pursue careers that meet needs from childhood
8 occupational groups

57
Q

Gottfredson’s theory

A

Linda Gottfredson

Circumscription and compromise

58
Q

Super’s theory

A

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)

59
Q

Krumboltz theory

A

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

60
Q

Social cognitive career theory (SCCT)

A

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

61
Q

Integrative life planning

A 
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
62
Q

Career construction theory

A

Savickas
Narrative based
People find meaning through their work

63
Q

Cognitive information processing approach

A 
CIP pyramid
Knowledge domains (self-knowledge, occupational knowledge)
Decision-making skills domain (generic info processing skills)
Executive processing domain (meta-cognition)
64
Q

Types of groups in group therapy

A

Psychoeducational
Support
Psychotherapy
Skills

65
Q

Yalom’s principles of group therapy (11)

A 
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
66
Q

Instillation of hope

A

Therapists remind members of their progress

67
Q

Universality

A

Other people have similar issues to you

68
Q

Imparting information

A

Group members and therapist impart advice and info

69
Q

Altruism

A

Members can support and reassure others, builds confidence

70
Q

Development of socialization techniques

A

Members can give and receive feedback in social skills/interactions for outside the group

71
Q

Imitative behavior

A

Members observe and mimic behaviors of senior members or therapist, can gain better understanding of themselves

72
Q

Interpersonal learning

A

Through feedback and self-observation, members can gain awareness of strengths and limitations of their behaviors

73
Q

Group cohesiveness

A

Members gain a sense of belonging, more comfortable to share and open up

74
Q

Catharsis

A

Sharing feelings with group can release anger and other pent up emotions

75
Q

Existential factors

A

Group therapy provides space for people to process existential issues such as death

76
Q

Corrective recapitulation of the primary family group

A

Groups can mimic families, members can process through issues from their childhood and learn how they have shaped who they are today

Comp counseling exam (1 decks)

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