Coun 203

Question 1

Construct Validity

Answer 1

One of the three types of validity that is broader.
Construct validity is concerned with the extent to which the instrument measures some psychological trait or construct.
This type of validation involves the gradual accumulation of evidence.

Question 2

Test-Retest Reliability

Answer 2

A method for determining the reliability of a test by administering it two or more times.

Question 3

Nominal Scale

Answer 3

A scale of measurement characterized by assigning numbers to name or represent mutually exclusive groups (e.g., 1=male, 2=female)

Question 4

Ordinal Scale

Answer 4

Type of measurement scale in which the degree of magnitude is indicated by the rank ordering the data.

Question 5

Interval Scale

Answer 5

A type of measurement scale in which the units are in equal intervals.
Many of the statistics used to evaluate an instrument’s psychometric qualities require an interval scale.

Question 6

Ratio Scale

Answer 6

A scale of measurement that has both interval data and a meaningful zero (e.g., weight, height).
Ratio scales have a meaningful zero, ratio interpretations can be made.

Question 7

Measures of Central Tendency

Answer 7

Mean – average
Median – middle number
Mode – most frequently occurring number

Question 8

Content-Related Validity

Answer 8

One of the three major categories of validity.
Focus is on whether the instrument’s content adequately represents the domain being assessed.
Evidence of content-related validity is particularly important in achievement tests.

Question 9

Criterion-Related Validity

Answer 9

Instruments designed to compare an individual’s performance with a stated criterion or standard. Often, criterion referenced instruments provide information on specific knowledge or skills and on whether the individual has “mastered” that knowledge or skill. The focus is on what the person knows rather than how he or she compares with other people.

Question 10

Norm-Referenced Instruments

Answer 10

Instruments in which the interpretation of performance is based on the comparison of an individual’s performance with that or a specified group of people

Question 11

Mental Status Exam

Answer 11

Observed behaviors, affect, body language

Question 12

Objective Assessment

Answer 12

Instruments that require little or no judgment on the part of the individual scoring the assessment.
A multiple-choice test with a fixed scoring key is an example of an objective assessment.

Question 13

Projective Technique

Answer 13

A type of personality assessment that provides the client with a relatively ambitious stimulus.
The interpretation of a projective technique is subjective and requires extensive training in the technique.

Question 14

MMPI

Answer 14

Minnesota Multiphasic Personality Inventory

Content-related test of personality

Question 15

Achievement Test

Answer 15

Assessment in which the person has “achieved” either knowledge, information, or skills through instruction, training or experience.
Achievement tests measure acquired knowledge and do not make any predictions about the future.

Question 16

Reliability

Answer 16

The degree to which a measure or a score is free of unsystematic error.
In classical test theory, reliability is the ratio of true variance to observed variance.

Question 17

Forces in Counseling

Answer 17

1. Freudian
2. Cognitive-Behavioral
3. Existentialism
4. Multiculturalism

Question 18

Meyers-Briggs

Answer 18

A personality test that looks at relationships.

Has a theoretical and criterion-based measure.

Question 19

Crystallized IQ

Answer 19

Acquired skills and knowledge.
Influenced by cultural, social, and educational experiences.
What you have learned, mastered, and retained.

Question 20

Fluid IQ

Answer 20

The abilities to respond to and solve entirely new kinds of problems.
Thought to be influenced by genetic factors.

Question 21

The Flynn Effect

Answer 21

As a species, humans are getting smarter every year.

Question 22

Validity

Answer 22

Validity is more important than reliability.
The standard deviation statistic is used.
Is based on the test content.

Question 23

Qualitative Research

Answer 23

Small sample, the participants provide their own view, open ended questions, interviews and observations, non-experimental.

Question 24

Quantitative Research

Answer 24

Uses numbers, experimental, controlled, dependent and independent variables, uses data.

Question 25

Aptitude Test

Answer 25

Aptitude tests often predict either future academic.

Question 26

Barnum Effect

Answer 26

Personality description that appears to be authentic, but is written so vaguely that it applies to everyone.

Question 27

Bias Testing

Answer 27

The degree to which construct-irrelevant factors systematically affect a specific group’s performance.

Question 28

Epigenetic

Answer 28

“Above the beginning”

Success at previous stages determines success in future stages.

Question 29

Stochastic

Answer 29

Probably going to happen, but not certainly

Question 30

Multidimensional

Answer 30

Multiple areas of development: cognitive, physical, biological, emotional, social, language

Question 31

Plasticity

Answer 31

Ability to change, adapt, and adjust to different situations

Question 32

Asynchronous Development

Answer 32

One dimension develops faster than the others

Ex: gifted children

Question 33

Vertical and Horizontal Intersection

Answer 33

Horizontal stressors are developmental.
Vertical stressors are non-developmental.
Intersect create problems.

Question 34

Magnifying Effect

Answer 34

State of the relationship will be magnified through the transition into the next stage.

Question 35

Nodal Events / Rites of Passage

Answer 35

Markers of transitions from one stage to the next – often ceremonies or rituals.
Ex: Wedding, Quinceañera, Bar Mitzvah

Question 36

Looking-Glass Self

Answer 36

Our idea of our self is developed by what others think of us.

Question 37

Self Esteem

Answer 37

Global perception of one’s worth.

Question 38

Intimacy as it relates to Identity

Answer 38

You can’t have true intimacy without an established sense of identity.
If a client is having intimacy issues, ask about identity

Question 39

Cohabitation and Divorce

Answer 39

Cohabitation before marriage leads to a higher probability of divorce.

Question 40

Cultural/Ethnic/Immigration Issues and the 1.5 Generation

Answer 40

Sense of identity; change in responsibilities.

Question 41

Leap-Frogging

Answer 41

Socially lagging, then a making a rapid transition and getting caught up without adjustment.