Deliver

Question 1

Issues with body image, interpersonal relationships, social skills, social roles, and conflict management are all age specific topics generally relevant to:

a. pre-K students.

b. elementary students.

c. middle school students.

d. high school students.

Answer 1

c. middle school students.

As a part of a comprehensive counseling program that addresses specified needs, counselors should include topics that are generally relevant to particular age groups. Some of these age-specific topics are:

For elementary students: Students in this age group are dealing with issues related to friendships, family roles, problem solving, social behaviors, success in school, expressing emotions, and self-esteem.
For middle school students: Middle school students are particularly embroiled in issues relating to body image, interpersonal relationships, social skills, conflict management, social roles, diversity issues, self-esteem, transitioning to a new school, and academic development.
For high school students: As students prepare to become adults, topics that are most relevant are career exploration and planning, dating protocol, intimate relationships, self-identity, assertiveness training, stress management, and time management.
Although many of these topics overlap age groups, counselors need to be cognizant of the level of development present in the particular student group or population.

Question 2

Both group size and session length are primarily determined by:

a. the counselor’s judgement and capabilities.

b. the counselor’s and teachers’ schedules.

c. the participants’ individual needs and expected participation.

d. the participants’ age and developmental level.

Answer 2

d. the participants’ age and developmental level.

Both group size and session length are primarily determined by the age and developmental level of the participants. One of the key deciding factors is the ability of certain age groups to focus on a topic for a specific period of time. Since younger elementary children have shorter attention spans, a rule of thumb for them is to have group sessions last about 20 minutes with about 5 members in the group. Older elementary students (roughly grades 4 through 6) can meet for periods ranging from 30 to 45 minutes in groups of 7 or so. High school students will benefit from an expanded length of session, but still will fare better in smaller groups. The ideal group size for high school students is 6 to 8, meeting for 40 to 50 minutes. If a counselor feels that a particular group could extend the recommended time or group size, he or she should refer to research regarding both the topic and the group size.

Question 3

Students referred into group counseling from individual counseling should sign a consent form that indicates all of the following EXCEPT that:

a. They understand the group setting.

b. They have told their parents about the group setting.

c. They are ready for the group setting.

d. They are committed to the group setting.

Answer 3

b. They have told their parents about the group setting.

Although some students referred to individual counseling may never participate in group counseling, others may transition from individual to group counseling. For these students, the counselor will want to make a determination of readiness based on specific criteria. He or she should then communicate to parents the recommendation and the factors that indicate the student’s readiness for group counseling. The intent, format, and expectations of the group setting should be distinguished from those of individual counseling. Counselors should refer to school policy regarding additional procedures to follow when transitioning a student in this manner. Also, students referred into group counseling from individual counseling should sign a consent form indicating their understanding of, readiness for, and commitment to the group setting.

Question 4

Students exposed to which of the following are found to be more engaged, responsive, and attentive (which is particularly important in a group setting)?

a. Advanced topics

b. Diversity

c. Multisensory stimulation

d. Peer mediation

Answer 4

c. Multisensory stimulation

Students exposed to multisensory stimulation are found to be more engaged, responsive, and attentive. This is particularly valuable in a group setting, since one of the inherent weaknesses is the ease with which members can become distracted. Multisensory stimuli involve the mind and senses of children and adolescents, targeting multiple intelligences. This is particularly valuable in a group, which will be comprised of unique individuals with unique coping and learning styles. These stimuli provide the group with a comprehensive, experiential mode for addressing issues. Through the use of such creative and multisensory stimuli as puppets, music, drama, and movies, counselors can generate response and participation when broaching difficult topics. An added benefit is that students will forge positive associations between the topic and the creative stimuli. Various media, such as film, or puppets for younger audiences, can present a problem in a manner that may be more palatable than a lecture.

Question 5

Developing a structure for which of the following requires a different focus than the others, necessitating a refocus and possibly some apprehension?

a. Screening sessions before group counseling

b. Beginning sessions of group counseling

c. Middle sessions of group counseling

d. Ending sessions of group counseling

Answer 5

d. Ending sessions of group counseling

Developing a structure for the closing sessions of group counseling require a different focus than the beginning or middle sessions. The closing sessions review accomplishments as a group and anticipate individual futures. There will necessarily be a refocus and possibly some apprehension. Counselors should announce the upcoming final session at least three meetings in advance. An important component in the final session or sessions is a review of the initial goals and the reminder of the achievement of those goals. Counselors should take this time to empower and encourage participants to remember their newly discovered skills and insights and apply them to future situations. Time should be allowed for participants to express feelings and for leaders or other group members to respond to those feelings.

Question 6

Which of the following is most likely to benefit from group counseling?

a. A student dealing with body image issues

b. A student dealing with being bullied at school

c. A student dealing with long standing problems

d. A student dealing with a personal crisis

Answer 6

a. A student dealing with body image issues

Individual counseling should be chosen over group counseling when the student’s problems are severe enough that paying attention to the student takes priority over investigating or changing how the student interacts with others. When a student is in a personal crisis, if they have been bullied at school, or if the student is working with problems that are long-standing, group work will not be helpful and may even cause harm. Students struggling with issues related to trauma or current or past abuse should not be placed in groups.

Question 7

What student demographic is particularly susceptible to peer association and influence?

a. Students between the ages of 4 and 7

b. Students between the ages of 8 and 10

c. Students between the ages of 11 and 13

d. Students between the ages of 14 and 17

Answer 7

d. Students between the ages of 14 and 17

Adolescent students between the ages of 14 and 17 are particularly susceptible to peer association and influence. Youth in this age group generally gravitate to peer groups other than their family. Often, young people join groups that are formed around a common ethnicity. Unfortunately, if some of the members of the group engage in violent or illegal activities, those who join the group often mimic this activity in order to be accepted. Consequently, students who participate in violent behavior or drug use engage in a lifestyle that leads to the decline of their physical, mental, social, spiritual, and/or economic health, which places them clearly in the at-risk category. Although counselors need to refrain from making assumptions based on associations, they nonetheless should be aware of a student’s associations, particularly as they relate to at-risk behaviors and attitudes.

Question 8

Which of the following provides for continuing public education through grade 12, allocates funding for disadvantaged children, and focuses on the goal of drug-free schools and available after-school care?

a. Elementary and Secondary Education Act (ESEA)

b. National Defense Education Act (NDEA)

c. Family Educational Rights and Privacy Act (FERPA)

d. Individuals with Disabilities Education Act (IDEA)

Answer 8

a. Elementary and Secondary Education Act (ESEA)

Federal and state departments of education and mental health have developed the 1967 Elementary and Secondary Education Act (ESEA), which provides for continuing public education through grade 12. There is also funding allocation for disadvantaged children, focused on the goal of drug-free schools and available after-school care.

Question 9

Which of the following is NOT true of suicide and suicidal thoughts?

a. Suicidal ideation is expressed in consistent ways across different cultures.

b. There is no guaranteed strategy to prevent suicide.

c. Suicide is deemed the most common cause of death for adolescents.

d. A key identifier of suicidal thoughts is having well-thought-out plans for murder or self-harm.

Answer 9

a. Suicidal ideation is expressed in consistent ways across different cultures.

Suicide is all too prevalent among young people and is the most common cause of death for adolescents. School counselors working with youth need to be well versed on the factors and behaviors contributing to suicides. There is no guaranteed strategy to prevent suicide and, in fact, suicide may occur despite the best efforts of the student’s support network. However, counselors should still be informed and prepared in the event of suicidal behavior. It should be noted that suicidal ideation may be expressed differently in different cultures, and therefore counselors should respond to every potential ideation seriously. Some of the common circumstances precipitating suicide are alcoholism, depression, and a sense of hopelessness or helplessness. Counselors who observe suicidal tendencies should meet with the student regularly to discuss and work on the student’s problems and state of mind.

Question 10

In anticipation of campus-wide student violence, the BEST preparation strategies for counselors include both creating an intervention plan for the school and:

a. discouraging incidence of dating violence.

b. holding school-wide or community-wide presentations about the harms of alcoholism.

c. conducting individual interventions for at-risk students.

d. educating students and relevant adults about how to break the cycle of victimization.

Answer 10

c. conducting individual interventions for at-risk students.

Counselors should first be assured that the frequency of campus-wide student violence has declined in recent years. Nonetheless, there is always some possibility of a student or students committing violent acts that harm the campus as a whole. Unfortunately, there are not always clearly identified indicators of potential campus-wide violence. Most experts agree that this type of wide-impact violence is usually the culmination of several factors in at-risk students. The best preparation strategies for counselors include both individual interventions for at-risk students and an intervention plan for the school. On the individual level, counselors should always work with students to mitigate their violent tendencies or fantasies, regardless of whether or not they appear to pose a threat to others. On the campus-wide level, counselors can work with school officials to develop a rubric for threat assessment, as well as an intervention plan to minimize the casualties should a campus-wide event occur.

Question 11

There are four basic classifications of threats of violence identified by the FBI. Which of the following is NOT one of these four?

a. Direct threats

b. Predictable threats

c. Veiled threats

d. Conditional threats

Answer 11

b. Predictable threats

Most of the research on the violent tendencies of students has been completed by governmental and FBI profilers and analysts. This research is made available to counselors and other educators to mitigate the possibility of future occurrences. There are four basic classifications of threats of violence identified by the FBI:

Vague threats that imply violence: The threat is implied in the terminology, but not specified. Time and place are not generally specified.
Veiled threats of violence: The terminology is more specific, but time and place are still not specified.
Conditional threats of violence: The terminology refers to violence if certain conditions are not met. A common example of this is extortion.
Direct threats of violence: These threats are clearly stated and straightforward. The terminology is in the form of a warning which specifies a target, time, and place.

Question 12

The FBI has developed a four-pronged model of threat assessment. Which of the following does NOT accurately represent one of these prongs?

a. Prong 1 assesses the behavior and emotional dynamics of the individual.

b. Prong 2 assesses the circumstances of the family and home of the student.

c. Prong 3 assesses the student’s perceived marginal place in the school community.

d. Prong 4 assesses the probability of violence based on the first three prongs and student history.

Answer 12

d. Prong 4 assesses the probability of violence based on the first three prongs and student history.

The FBI has developed a four-pronged model of threat assessment that focuses on the specific characteristics of the student making the threats:

-Prong 1 assesses the behavior and emotional dynamics of the individual, including signs of alienation, poor anger management, poor coping skills, lack of trust, or marked changes in behavior.
-Prong 2 assesses the circumstances of the family and home of the student, including a lack of limits or monitoring, access to weapons, lack of intimacy, and/or volatile relationships within the family, particularly between the student and parents.
-Prong 3 assesses the student’s perceived marginal place in the school community, evidenced by bullying, a lack of attachment to the school, inflexibility about culture, and hierarchy among the students.
-Prong 4 assesses the student’s other connections, including peers at school, use of drugs or alcohol, and other outside activities or interests.

Question 13

The acronym CAGE is used to help identify:

a. Mood disorders/depression

b. Alcohol abuse

c. Bullying and other victimization

d. Abuse/neglect in the home

Answer 13

b. Alcohol abuse

Although students may be hesitant to self-report or even to recognize substance abuse, counselors can facilitate this recognition and self-reporting through a series of questions. The following questions target alcohol abuse and are identified by the acronym CAGE:

C – Questions about cutting down. Ask the student if they have thought they should cut down on alcohol/substance use.
A – The annoyance factor. Ask the student if they become annoyed when people criticize their drinking.
G – The guilt factor. Ask the student if they ever feel guilty about the amount of alcohol/substance consumed.
E – Alcohol as the eye opener. Ask the student if they ever need alcohol to get going in the morning or to calm their nerves.
Counselors should also have regular access and referral to the Physician’s Desk Reference to maintain current knowledge about drugs and alcohol, including possible side effects.

Question 14

.
What characteristic usually defines the first stage of grief?

a. Bargaining

b. Anger

c. Denial

d. Hopelessness

Answer 14

c. Denial

The grief process encompasses the following five major stages:

Denial defines the first stage of the grief process. Counselors can help students identify their fears.
The second stage is usually anger, which involves indignation and questioning of why this loss was perpetrated on them. The student may argue that they did not deserve this loss.
Bargaining is generally the third stage. The student may attempt to negotiate with a higher power in an attempt to undo the loss. Bargaining is commonly accompanied by a sense of guilt that the student’s actions or inaction may have caused the event leading to the loss, and that they therefore deserved the loss.
The fourth stage is hopelessness and depression and tends to be the longest .This stage becoming less intense is usually a signal that the student is almost ready to move on to acceptance.
Acceptance is the fifth stage, in which the student adjusts to their new life circumstances.

Question 15

What combination of therapies can be very effective in treating eating disorders?

a. Cognitive therapy and behavioral therapy

b. Mentalization therapy and art therapy

c. Group therapy and exposure therapy

d. Family therapy and psychodynamic therapy

Answer 15

a. Cognitive therapy and behavioral therapy

Eating disorders in youth commonly manifest as bulimia nervosa (BN), anorexia nervosa (AN), or both. Because both disorders result in extremely poor nutrition, and bulimia nervosa can result in esophageal injury, students who are suffering eating disorders are at risk for poor health, poor intellectual and social development, and, in some cases, death. Counselors can implement intervention strategies through a complete medical assessment and multifaceted therapeutic assessment. In particular, the combination of behavioral therapy and cognitive therapy can be very effective in treating eating disorders. Cognitive therapy can address issues of control and self-esteem, while behavioral therapy can promote healthy eating habits and discourage destructive behaviors like purging. Group therapy may also be quite helpful, and in some cases family therapy may be indicated. Medical assessment may also be indicated to ascertain if the student is in immediate physical danger from an eating disorder.

Question 16

When addressing career development with students in K through 5, the primary goal is:

a. Career exploration

b. Career awareness

c. Career choice

d. Career assessment

Answer 16

b. Career awareness

For young students, career awareness is the primary goal of career development. Children can be made aware of the different kinds of jobs, and it’s to their long-term benefit if that learning also addresses the idea that they need not feel limited by gender, socioeconomic status, ethnic background, or even the attitudes of their family members. In early school years, career awareness can be facilitated by field trips to places where people do interesting work, by having adults come to the classroom to talk about and demonstrate their work, by playing games and creating stories about different kinds of work, and by watching videos and reading books about occupations. Children can be encouraged to notice how their favorite activities might relate to work. Reporting on the work their parents and other family members do can be another way to engage the curiosity and awareness of the world of work. Craft fairs or farmers’ markets where children make (or grow) and sell their work are another way of showing children that they can work for themselves in ways that they might not otherwise consider if they’ve grown up in a corporate-focused work culture.

Question 17

If a student with a Holland code of artistic-entrepreneurial-social (AES) states that they plan on becoming an engineer, then the BEST counselor response is:

a. “I believe that you can do whatever you set your mind to.”

b. “It will be hard to make your dream of being an engineer a reality.”

c. “No, I don’t think that job fits your personality type.”

d. “That doesn’t match your career test scores, let’s talk about that.”

Answer 17

d. “That doesn’t match your career test scores, let’s talk about that.”

Career assessments measure interests, but many factors contribute to career choices. For example, a student with a Holland code of artistic-entrepreneurial-social (AES) may state the determination to become an engineer. The counselor can discuss with the student how the AES code doesn’t seem to match up with the student’s ambition and explore possible reasons for the incongruence without telling the student that “you’re wrong.” It’s possible that the student’s parents have raised their child to take up a “solid occupation,” and the student is either trying to please the parents or has other personal goals. Perhaps the student isn’t aware of potential careers available for the Holland codes and needs to explore, or perhaps the student is multiskilled, wants the security of a higher-paying job, and plans to keep art on the side while becoming a consulting engineer (satisfying the entrepreneurial tendencies.) The main purpose of the counselor in the situation is not to force the student to see “reality” but to support the student, using the discrepancy in the test to fully explore, actively choose, and fully prepare for the chosen career.

Question 18

Foremost in the school counseling model is the establishment of:

a. Strong role models

b. Academic objectives

c. Well defined boundaries and goals

d. Trusting counselor/student relationships

Answer 18

d. Trusting counselor/student relationships

Foremost in the school counseling model is the establishment of a trust relationship between counselor and student. Trust and cooperation sometimes needs to be established over a period of several visits, and is augmented by a strict policy of confidentiality by the counselor, which further contributes to the perception of a safe environment. The process of identifying and addressing key or underlying issues can be much more productive when the relationship between the counselor and student is fully established over a number of sessions. An added benefit of numerous sessions can be the student’s increased receptiveness to the counselor’s recommendations.

Question 19

Which of the following is true of students who have experienced classroom guidance?

a. These students fare noticeably better in attendance.

b. These students are better able to cope with personal issues.

c. These students are more likely to attend college.

d. All of the above

Answer 19

d. All of the above

The benefits of classroom guidance are extraordinary and exponential. Results show that students who have experienced classroom guidance are significantly more successful academically and socially than those who have not had classroom guidance. This seems to be the case across the board, regardless of school district or even geographic area. In terms of academic success, these students fare noticeably better in attendance, test success, and overall grade-point average. Socially, their in-class behaviors improve markedly, and they are better able to cope with personal issues. Finally, students who have had the benefit of classroom guidance are more likely to attend college and to participate in career planning.

Question 20

Counselors who work according to the __________________ model function much like regular instructors, although they deliver a different type of information.

a. consultation

b. collaboration

c. direct-teaching

d. peripheral

Answer 20

c. direct-teaching

Counselors who work according to the direct-teaching model function much like regular instructors, although they deliver a different type of information. While standard instruction focuses on information-based academic areas, direct teaching by school counselors focuses on life and social skills. Referring to appropriate topics for each age and grade level, counselors can plan and deliver the lessons that are most useful for specific developmental levels. Elementary students might benefit from a lesson on friendship or independence, while middle school students may need lessons on anger management, conflict resolution, or stress management. For high school students, these lessons could expand to incorporate planning for the future. Some topics under this umbrella could be college preparation skills, career planning, and goal setting. Other topics appropriate for high school students fall in the categories of relationships and responsibility.

Question 21

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What seating arrangement encourages discussion with a speaker?

a. U-shaped

b. Small groups

c. Front facing

d. Seats in a circle

Answer 21

a. U-shaped

Two key areas influenced by seating arrangements are formality and communication, specifically whether communication is one-sided or open and interactive. At one end of this spectrum is an arrangement in which seats are all facing one direction, toward a speaker or screen. This arrangement inherently discourages interaction and implies one-way communication by the person or event at the front of the room. At the other end of the spectrum is an arrangement of small groups, in which the participants face each other. This arrangement allows for a great deal of interpersonal dialogue and relegates the counselor to the role of facilitator. The gradations in between include U-shaped seating, which encourages discussion with a speaker; seats in a circle, which encourages discussion without a speaker; and seating around a table. Counselors should consider how much participation, if any, is appropriate for a given session when looking at seating arrangements.

Question 22

In most cases, when a counselor is deciding which technique is the most appropriate to resolve conflict, they should select an approach based on:

a. The specific situation

b. Ages/grade involved

c. Cultural backgrounds

d. Personal experience

Answer 22

a. The specific situation

In most cases, when a counselor is deciding which technique is the most appropriate to resolve conflict, they will choose a contingency approach, meaning that they choose the technique based on the nature of the situation. However, a counselor should also consider the individual personal needs of the staff when selecting a conflict management technique. Other important factors to consider are the people involved in the conflict, how serious the situation is to them, the type and intensity of the conflict, and the authority that the individuals possess. A counselor is likely to encounter several different types of conflicts and therefore will choose from a number of alternative techniques. One technique will not be suitable in all situations.

Question 23

Counselors can use some discretion in determining the best timing for scheduling follow-up meetings, but they generally occur:

a. the day after the final session.

b. a few days/weeks after the final session.

c. a month/months after the final session.

d. at the end of the school year.

Answer 23

b. a few days/weeks after the final session.

Even when counselors have met with students for a number of sessions and feel that learning objectives have been met, it is nonetheless a good idea to schedule follow-up meetings with the students. It is important to realize that students may have effectively mastered particular objectives within the insulated environment of the facilitated classroom sessions but may be inclined to revert to prior behaviors once they are in their familiar milieu. Follow-up sessions can serve as reminders to students of their progress in the classroom, as well as of strategies that were successful for them. They can also give students an additional opportunity to assimilate the lessons and imprint them in their everyday lives. Counselors can use some discretion in determining the best timing for scheduling follow-up meetings, but they generally occur within days or weeks of the final session in the sequence.

Question 24

Which of the following is true of the triadic-dependent consultation model?

a. Counselors can apply the principles of behaviorism to a triadic-dependent consultation format very successfully.

b. In the triadic-dependent consultation model, counselors initially meet with students to discuss their problems and goals.

c. The triadic-dependent consultation model is essentially a partnership formed between the counselor, parents, and students.

d. The triadic-dependent consultation model exists for the benefit of the student.

Answer 24

a. Counselors can apply the principles of behaviorism to a triadic-dependent consultation format very successfully.

Counselors can apply the principles of behaviorism to a triadic-dependent consultation format very successfully. Using these principles, counselors can meet with parents and school personnel to identify and define the student’s problems as well as any peripheral circumstances that could be contributing. Once the counselor has developed a comprehensive profile of the student’s problems in the context of surrounding circumstances, he or she can then create strategies for changing the student’s behavior, and possibly the consultee’s behavior or actions. Counselors can also work to modify the social context of the interrelationship between the student and the consultee. Possible therapeutic strategies include behavioral contracting, positive reinforcement, and response cost. The behavioral consultation model can be represented by the following four areas of focus:

Initial assessment: Identify problems and contributing circumstances.
Analysis: Develop a comprehensive profile of student needs.
Implementation: Develop and implement behavior modification strategies.
Evaluation: Evaluate the efficacy of strategies and revise as appropriate.

Question 25

Which of the following is NOT true of the consultant and consultee roles in a collaborative-dependent consultation model?

a. The counselor/consultant may play more of a role as facilitator rather than as participant.

b. The counselor defines the problem and completes any evaluation and follow-up services.

c. The consultee may have a more in-depth knowledge of the student or the system on which the consultation is focused.

d. The consultee implements the intervention plan.

Answer 25

a. The counselor/consultant may play more of a role as facilitator rather than as participant.

The collaborative-dependent consultation model is a partnership, but one in which the counselor/consultant may play more of a role as participant rather than as facilitator. The counselor is expected to contribute to problem-solving expertise, but is not the sole expert. The consultee in this model may have a more in-depth knowledge of the student or the system on which the consultation is focused. In this model, the consultant and the consultee can be educated on both the problem-solving process for the student and the response of the student. Both consultant and consultee may have working knowledge of normal and abnormal student development. The consultee may be able to contribute knowledge about the efficacy of previous interventions, and/or the impact of peripheral factors. In the collaborative/dependent consultation model, the partners collaborate to develop an intervention plan, with the counselor defining the problem and completing any evaluation and follow-up services while the consultee is implementing the intervention plan.

Question 26

What consultation style is most appropriate for addressing the issues related to at-risk youth?

a. The individual one-on-one consultation model

b. The collaborative-dependent consultation model

c. The collaborative-interdependent consultation model

d. The triadic-dependent consultation model

Answer 26

c. The collaborative-interdependent consultation model

The collaborative-interdependent consultation model is more complex and comprehensive, and is most appropriate for addressing the multiplicity of issues related to at-risk youth. In this model, the partnership may be comprised of family, counselor, students, school personnel, and community members, and all may act as equal partners. This model is a collaborative, dynamic one in which the combined input and efforts of the members enable the group as a whole to develop and implement a comprehensive plan. The counselor is not expected to be the sole expert or the central source of information. The onus does not lie on the counselor to develop and implement a plan. The collaboratively developed plan may include change for an individual student, additional knowledge and skills for the team, and/or a change to the system.

Question 27

Without any guidance, school teams brought together to resolve an issue are often:

a. Resistant

b. Individualistic

c. Process-oriented

d. Task-oriented

Answer 27

d. Task-oriented

School teams brought together to resolve an issue are often task-oriented, and generally are not focused on process. Without some attention paid to process, the collaborative effect of the team can be diffused and the efficacy of the group diminished. The counselor as consultant can contribute to the group discussion with not only knowledge about a particular issue but also specific expertise in group dynamics. As facilitator, he or she can encourage the group process necessary to complete the problem-solving task. As with any professional interaction, counselors should remember they are a part of a larger whole and maintain an openness to the strengths of the group and the individual members. If approached well, a successful collaborative process will significantly contribute to the overall success of the task team as well as establish the counselor as a valuable member of the school community.

Question 28

When working with consultees from diverse cultural backgrounds, a counselor should strive to do all of the following EXCEPT:

a. be sensitive to cultural differences when developing rapport within the group.

b. address balance of power issues.

c. respond objectively to diverse circumstances.

d. endorse a color-blind racial ideology.

Answer 28

d. endorse a color-blind racial ideology.

When working with consultees from diverse cultural backgrounds, counselors should refer to their knowledge of cross-cultural counseling in order to facilitate the group with confidence and skill. A counselor should strive to do the following:

-Be sensitive to cultural differences when developing rapport within the group.
-Be aware of cultural factors within the group as well as between the group and the student.
-Develop appropriate interventions with these cultural considerations in mind, if indicated.
-Respond objectively to diverse circumstances.
Identify and emphasize similarities between the represented cultures, as appropriate.
-Address balance of power issues.
-Endorse the success of the student and consultees.