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CEDU-645 > FINAL EXAM REVIEW > Flashcards

FINAL EXAM REVIEW Flashcards

1
Q

As an interviewer, you may help alleviate the occurrence of accumulated stress or post-traumatic stress responses in clients with careful listening and support. Which of the following is an example of accumulated stress?

A. Being teased and excluded by classmates
B. Experiencing discrimination and prejudice in the community
C. Continuing harassment in the workplace
D. All of the above

A

D. All of the above

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2
Q

Client: “There’s this group of girls who make fun of me and call me names, and I feel sad. They keep making fun of my shores, just ‘cause I don’t have name-brand shoes. I try to ignore them, but still the feeling inside me just hurts.”

Counselor: “You are having trouble at school. Some girls call you names, make fun of your shoes, and it feels hurtful inside.”

This response can be classified as:

A. Encouraging
B. Paraphrasing
C. Summarizing
D. Restating

A

C. Summarizing

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3
Q

Which of the following is not used in reflection of feeling?

A. Identifying key emotions
B. Emphasizing cognitive content
C. Affective empathy
D. Search for positive feelings

A

B. Emphasizing cognitive content

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4
Q

The first task in eliciting and reflecting feelings is to _____ key emotional words expressed by the client.

A. recognize
B. paraphrase
C. reflect
D. confront

A

A. Recognize

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5
Q

“I feel really terrible. My folks have divorced. They have moved apart, and I don’t know where to live.” Which would be a reflection of feeling in response to this client?

A. “You’re really confused.”
B. “Really terrible?”
C. “Sounds like you’re really upset and are confused as to what to do next.”
D. “Looks like you have had a bad experience. I can see that it would be tough deciding what to do next.”

A

C. “Sounds like you’re really upset and are confused as to what to do next.”

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6
Q

Using the past tense tends to be more effective when reflecting feelings back to clients.

A. True
B. False

A

B. False

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7
Q

Focusing the interview enables ________.

A. Increased ability to intentionally direct (or not direct) client talk
B. Increased cognitive complexity
C. Broadened understanding through exploring different perspectives.
D. All of the above

A

D. All of the above

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8
Q

The community genogram is used to help clients understand how their _____ might affect their current feelings and thoughts.

A. Behaviors
B. Hobbies
C. Careers
D. History

A

D. History

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9
Q

According to the authors, an important goal of interviewing is to move clients from:

A. Ideas to feelings
B. Problem focus to person focus
C. Closed questions to open questions
D. Stuckness to intentionality

A

D. Stuckness to intentionality

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10
Q

Empathic supportive confrontation is:

A. a direct, harsh challenge guiding clients to face hard issues
B. a complex set of skills requiring observation and listening.
C. seeking clarification by “going against” a client’s idea
D. the primary skill used by interviewers to force clients to see their errors

A

B. a complex set of skills requiring observation and listening.

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11
Q

Therapy Sequence

A
  • open & closed questions
  • encouraging
  • reflecting feelings (affective)
  • paraphrasing (cognitive, static content)
  • summarizing is BOTH cognitive and affective
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12
Q

Therapy is built on:

A
  1. empathic relationship
  2. story/strengths
  3. goals (what does the client want to happen)
  4. restory
  5. action
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13
Q

Distress

A

What the client needs help with (mental, emotional, physical, social)

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14
Q

3 Ways to Help Clients

A
  1. psychoeducation
  2. stress management
  3. skill building
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15
Q

Which of the following focuses on gathering client data, suggesting ways to solve problems, or providing information?

A. interviewing
B. psychology
c. counseling
d. psychotherapy

A

a. interviewing

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16
Q

Which of the following statements is TRUE?

a. the terms interviewing, counseling, and psychotherapy are not interchangeable.
b. solid interviewing skills are essential to becoming a successful counselor
c. the overlap between interviewing, counseling, and psychotherapy is minimal.
d. all of these

A

b. solid interviewing skills are essential to becoming a successful counselor.

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17
Q

Which of the following statements is FALSE?
a. Counselors need to be competent in evidence-based counseling skills.
b. counselors need to know the theoretical systems of counseling.
c. counselors need to use scientific research to precisely determine the most useful way to help each of their clients.
d. all of the above statements are false

A

c. counselors need to use scientific research to precisely determine the most useful way to help each of their clients.

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18
Q

Intentional interviewing is concerned with:

a. finding the single best response for each client statement.
b. the counselor knowing one theory exceptionally well.
c. having many alternative response available to any client statement
d. being able to explain why you made that particular choice

A

c. having many alternative responses available to any client statement

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19
Q

Male Client (talking about a job conflict): “I just don’t know what to do about my new boss. He is always blaming me even when I do a good job. He’s new on the job; maybe he doesn’t have much experience as a supervisor. But he’s got me so jumpy and nervous I can’t sleep at night. My family isn’t doing well, and I’ve been arguing with my wife. She doesn’t understand what’s going on. And the kids aren’t doing well in school.” Which of the following actions is NOT helpful or appropriate when beginning to counsel this client?

a. reflecting client feelings
b. asking an open question
c. attempting to deliver a perfect empathic response.
d. summarize the presenting issues and ask where the client would like to begin.

A

c. attempting to deliver a perfect empathic response

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20
Q

Which of the following is TRUE about counseling microskills?

a. they are the foundation of intentional counseling and therapy.
b. they are communication skill units of the session interview.
c. effective use of microskills enables you to anticipate how clients will respond to your interventions.
d. all of these

A

d. all of these

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21
Q

“Do no harm” to your clients is one of the most important ethical principles for all helping professions.

a. true
b. false

A

a. true

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22
Q

Ethical codes aid the helping process by:

a. teaching and promoting the basics of ethical and appropriate practice.
b. serving as a mechanism to improve practice.
c. protecting clients by providing accountability.
d. all of the above

A

d. all of the above

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23
Q

HIPAA is the acronym for:

a. Health Incorporated for Patients Assistance for Allstate
b. Health Insurance Portability and Accountability Act
c. Health Insurance for Patients from All Alliances
d. Health Insurance Provided by Allstate to All

A

b. Health Insurance Portability and Accountability Act

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24
Q

What do we do with instances of microaggressions and harassment in counseling?

a. help clients accept their misfortune
b. help clients name the issue and identify contextual/environmental factors
c. just sit with the client and be empathic
d. all of the above

A

b. help clients name the issue and identify contextual/environmental factors

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25
Q

Which of these is NOT true of effective attending behavior?

a. It primarily involves eye contact, body posture, and following the client verbally
b. it requires both verbal and nonverbal sensitivity
c. it is illustrated by frequent use of counselor self-focus
d. it is useful in rapport building

A

c. it is illustrated by frequent use of counselor self-focus.

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26
Q

Which of the following focuses is NOT an attending skill?

a. visual/eye contact
b. vocal quality
c. verbal tracking
d. emotional intelligence

A

d. emotional intelligence

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27
Q

Attending behavior on the part of the helping professional _____

a. is making sure the client is comfortable before the session begins.
b. attending to client needs as they arise in the session.
c. is encouraging client talk and reducing interviewer talk
d. is noting accurate details in the report following the session

A

c. is encouraging client talk and reducing interviewer talk

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28
Q

Observation is:

a. secondary to attending and questioning skills
b. less important when you video record interview sessions
c. focusing only on your client’s speech in the interview.
d. vital to establishing a helping relationship

A

d. vital to establishing a helping relationship

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29
Q

When clients talk about topics that are uncomfortable to them, one may expect all EXCEPT which of the following?

a. direct, angry eye contact and a more aggressive body posture
b. shifts in eye contact patterns, body movement, and changing vocal qualities
c. slower vocal qualities coupled with shifts in eye contact patterns
d. hesitation and attempt to change topic

A

a. direct, angry eye contact and a more aggressive body posture.

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30
Q

“Could you share more about that?” This is a(n) ____ question

a. open
b. closed

A

a. open

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31
Q

“Does he do a good job?” This is a(n) ____ question

a. open
b. closed

A

b. closed

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32
Q

Which of the following statements best describes how the interviewer uses questions to encourage less verbal clients to talk?

a. you will likely draw out client talk with open questions only.
b. you will likely draw out client talk with closed questions only.
c. you will likely draw out client talk with a thoughtful balance of open and closed questions.
d. you will likely draw out client talk without the use of questions at all

A

c. you will likely draw out client talk with a thoughtful balance of open and closed questions.

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33
Q

In clinical language, a “checkout” is also considered to be a:

a. reality check
b. perception check
c. sensation check
d. language check

A

b. perception check

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34
Q

If you use summarizing correctly, you may anticipate that the client will ____

a. thank you and move on to a different topic
b. give more detail without repeating exactly the same story
c. feel heard and discover how parts of important stories are integrated
d. stop talking and jump to another story

A

c. feel heard and discover how parts of important stories are integrated

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35
Q

Ch. 9: The Skill of Focusing

A
  • focusing is an attending skill that enables multiple view of client stories.
  • will help counselor and clients think of new possibilities for restorying and action
  • emphasizes importance of both the individual/issue and the social/cultural context
  • enables client and counselor to explore context of past memories more fully
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36
Q

Ch. 9: Importance of the Individualistic “I” Focus

A
  • Counseling is for the client
  • ultimately, clients are the ones making decisions and acting.
  • the bottom line is to assist clients in writing their own new story and plans of action
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37
Q

Ch. 9: Selective Attention

A
  • the way you listen influences clients’ choice of topics and responses
    -listening exclusively to “I” statements affects how clients talk about their issues.
  • listening to culture, gender, and context also affects how the respond
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38
Q

Ch. 9: Draw Out Stories with Multiple Focusing

A
  • client stories and issues have many dimensions
  • focusing helps to develop awareness of the many factors related to an issue, as well as to organize thinking.
  • focusing can help a confused client zero in on important dimensions
  • focusing can be used to either open or tighten a discussion
  • use selective attention to focus the session on the client, issue/concern, significant others, a mutual “we” focus, the counselor, or the cultural/environmental context.
  • you may also focus on what is going on in the here and now of the session
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39
Q

Ch. 9: Ten Dimensions of Focus

A
  1. client
  2. main theme or concern
  3. others
  4. mutual issues (between client and counselor)
  5. counselor
  6. cultural/environmental/contextual issues
  7. the here and now (immediacy)
  8. physical health and TLCs (therapeutic life changes)
  9. social justice
  10. advocacy
40
Q

Ch. 9: Community & Family Genograms

A
  • Genograms help clients gain new perspective on self and relationships to family and community.
  • can bring life to “internalized voices” affecting the client
  • community genograms help clients understand their relationship to their environment and show both stressors and assets in their lives.
  • family genograms help in understanding a client’s family history and current relationships

-both types of genograms are helpful for understanding client’s history and for identifying strengths and resources

  • emphasize positive stories from genogram even if client wants to start with negative stories
41
Q

Ch. 9: Careful observation of clients will lead to the most appropriate focus

A
  • in assessment and problem definition, consciously and deliberately assist the client to explore issues by focusing on all dimensions, one at a time.
42
Q

Ch. 9: The Action Plan

A
  • planning for action helps clients organize behavior and act according to agreed-upon plans and achieve desired goals.
  • work w/ client to jointly decide best ways to move forward, address and remove potential barriers, and ensure all this is in line w/ what client wants to do.
  • long-term action plans promote changes in behavior, as well as in neural networks that will provide change sustainability
43
Q

Ch. 9: Awareness and knowledge of clients

A
  • conceptualize clients as persons-in-relation and persons-in-community
  • identify contextual factors affecting clients’ current situations or concerns
44
Q

Ch. 9: Intentionally focus the counseling session on the client, theme/concern/issue, significant others, a mutual “we” focus, the counselor, or the cultural/environmental context as necessary to gain a broader understanding of client and issue. You may also focus on what is going on in the here and now of the session.

A

Anticipated result: story is elaborated from multiple perspectives. if you selectively attend only to the individual, the broader dimensions of the social context are likely to be missed, and counseling and therapy may fail in the long run.

45
Q

Ch. 9: Cultural/Environmental/Contextual Dimensions (CEC)

A

includes broader issues, such as impact of one’s culture, life history, and even recent national and world events.

46
Q

Ch. 9: Adverse Childhood Experiences (ACEs)

A
  • build awareness of how past affects present
  • often entwined w/ present personal issues
47
Q

Ch. 10: Possible ways to take the concepts of empathic confrontation into the real world

A
  1. observe self, thinking about discrepancies, incongruities, and conflicts w/in. pay attention to internal feelings.
  2. observe what you see around you. give special attention to nonverbal behavior indicating unsaid conflic t or discrepancies in others (mixed verbal messages, indecision, confusion).
  3. listen to others’ stories of conflict. using empathic confrontation, help person understand better what is going on. perhaps help them move to a decision or think about a change in behavior or thinking
48
Q

Ch. 10: Empathic Controntation

A
  • A supportive challenge in which counselor notes incongruities and discrepancies and feeds them back to or paraphrases them to the client, giving appropriate attention to underlying emotional issues. the task is then to work through the resolution of the discrepancy. This skill helps facilitate change, movement, and transformation – restorying and action.
49
Q

Ch. 10: Empathic Confrontation and Change Strategies

A
  • An explicit empathic confrontation can be recognized by the model sentences, “On one hand…, but on the other hand… how do you put those two together?”
  • additionally, many counseling statements contain implicit confrontations that can be helpful in promoting client growth and developmental movement. For example, you may summarize client conversation, pointing out discrepancies, or use an influencing skill such as the interpretation/reframe or feedback to produce change.
50
Q

Ch. 10: The Client Change Scale

A
  • The Client Change Scale is a tool to examine the effect that microskills and empathic confrontation have on client verbalizations immediately in the session. at the lowest level, clients may deny their incongruities; at middle levels, they may ackowledge them; at higher levels, they may transform or integrate incongruity into new stories and action.
51
Q

Ch. 10: Multicultural and Individual Issues

A
  • empathic confrontation is relevant to all clients, but must be worded to meet individual and cultural needs.
  • do not expect individuals in any cultural group always to follow one pattern: avoid stereotyping and adapt confrontation to individual and cultural differences
52
Q

Ch. 10: Cultural Identity Theory

A
  • Developed by William Cross, there are 5 stages: conformity, dissonance, resistance and emersion, introspection, and integrative awareness.
  • helps counselor understand where client is in their cultural identity development and dtermine the role of cultural/contextual factors.
  • besed on this knowledge, counselors can offer interventions to empower clients to brace cultural identity, promote life improvements, and assess progress
53
Q

Ch. 10: Helping Clients Cope with Microaggressions and Related Concerns

A
  1. listen empathically and search for internal and external conflict and contradiction in client stories
  2. validate their cognitions and emotions around the incidents.
  3. build resilience by focusing on internal strengths as well as external resources that provide strength and support to cople with challenges
  4. explore and reframe the contradictions in the situation as appropriate
  5. facilitate an action plan for the next steps toward cultural health
54
Q

Ch. 10: Types of discrepancies in therapy

A
  1. discrepancies internal to the self.
  2. discrepancies between self and external world
  3. discrepancies between client and counselor
55
Q

Ch. 10: Awareness & Knowledge in Empathic & Supportive Confrontation

A

Goals:

  • identify conflic, incongruity, discrepancies, ambivalence, and mixed messages in behavior, thought, feelings and emotions
  • teach clients to understand their conflicts and take action toward resolution.
56
Q

Ch. 10: Skills and Action in Empathic Supportive Confrontation

A

Goals:

  1. ability to encourage and facilitate exploration and creative resolution of conflict and discrepancies.
  2. ability to evaluate client creative change processes occuring during the session and throughout treatment sessions, using the Client Change Scale.
  3. Ability to use knowledge of multicultural and individual differences when using confrontation.
  4. Ability to use confrontation skills to help clients gain insight into situations where they have been harassed, oppressed, or experienced a microagression
57
Q

Ch. 10: Stuckness

A
  • the opposite of intentionality, or a lack of creativity (Fritz Perls)
  • immobility and ambivalence, blocks, repetition compulsion, inability to achieve goals, lack of understanding, limited behavioral repertoire
58
Q

Ch. 10: Empathic confrontation

A
  • a gentle skill that involves first listening to client stories carefully and respectfully and then encouraging the client to examine self and/or situation more fully. it is not a direct, harsh challenge, or “going against” the client; rather, it represents “going with” the client, seeking clarification and the possibility of a creative New, to enable resolution of difficulties.
59
Q

Ch. 10: Confrontation - How-To:

  1. listen, observe, note client conflict, mixed messages, and discrepancies in verbal and nonverbal behavior. give attention to both cognitive and emotional dimensions.
  2. paraphrase and reflect feelings, to clarify internal and external discrepancies. as issues become clarified, empathically summarize what has been said – for example, “one one hand you feel ___, but on the other hand you feel ___.” Bring both cognition and emotions into most summaries.
  3. Evaluate how the client responds and whether the confrontation leads to client movement or change. If the client does not change, flex intentionally; try another skill and approach the conflict from another direction.
A

Anticipated result:

Clients will respond to effective confrontation of discrepancies and conflict by creating new ideas, thoughts, feelings, and behaviors, and these will be measurable on the five-point client change scale. again, if no change occurs, listen. then try an alternative style of confrontation.

60
Q

Ch. 10: Central issues in confrontation

A
  1. don’t confront w/out trust and relationship
  2. pay attention to and understand client’s point of view, way of thinking, and feeling about issue. summarize
  3. share w/ client only if client can listen to and hear you
  4. client needs to be in charge of what happens and how things are interpreted.
  5. knowledge of the client’s cultural background and general personal style is essential. if you know even a few words of the client’s first language, this will help
  6. attending skills such as eye contact are critical in the relationship
  7. maintain neutrality, avoid judgments
  8. follow up, both in the session to examine how conflict was resolved or not resolved and after the session to see whether new knowledge has generalized into action in the real world.
61
Q

Ch. 10: Steps of Empathic Confrontation

A
  1. Listen. identify conflict by observing incongruities, ambivalence, mixed messages
  2. summarize and clarify issues of internal and external conflict and work toward resolution through further observation and listening skills
  3. Utilize Client Change Scale
62
Q

Ch. 10: The Client Change Scale (CCS)

A
  • Used to determine whether what was said affects how clients think and feel about their situations.
  • effectiveness of confrontation measured by how client response.
63
Q

Ch. 10: The Client Change Scale (CCS), ctd.

Evaluate where client is in change process:

level 1: denial
level 2: partial examination
level 3: acceptance and recognition, but no change
level 4: creation of a new solution
level 5: transendence

A

Anticipated result:

CCS can help determine impact of use of skills. this assessment may suggest other skills and strategies that you can use to clarify and support the change process. you will find it invaluable to have a system that enables you to (1) assess the value and impact of what you just said; (2) observe whether client is changing in response to a single intervention; (3) examine behavior change over a series of sessions.

64
Q

Ch. 11: The “How” of Reflecting meaning

A
  • Eliciting meaning: “What does ‘XYZ’ mean to you?” insert the key important words of the client that will lead to meanings and important thoughts underlying key words. “What sense do you make of it” “What values underlie your actions?” “Why is that important to you?”
  • Reflecting meaning: reflection of feeling except that the words meaning, values, or intentions substitute for feeling words. for example “you mean…” “could it mean?” “sounds like you value…” “one of the underlying reasons/intentions of your actions was…” Then use the client’s own words to describe their meaning system. you may add a paraphrase of the context and close w/ a checkout
65
Q

Ch. 11: Interpretation/reframe

A
  • help clients obtain new perspectives, new frames of reference, and sometimes new meanings, which can facilitate clients’ changing their views and ways of thinking about their issues. this skill comes primarily from the counselor’s observations and occasionally from the client.
66
Q

Ch. 11: Theoretical interpretations

A
  • counselor makes sense of client stories from a particular theoretical perspective
67
Q

Ch. 11: Reframes

A
  • tend to come from here-and-now experiences in session, mr may be larger reframes of major client stories.
  • based on experience in providing client w/ another interpretation of what happened
  • effective reframes can change the meanings of key narratives in clients’ lives.
  • postive reframe is particularly important. positive reframes in the here and now are often most useful
68
Q

Ch. 11: Discernment

A
  • “listening with the heart”

Examples: pg 304.

69
Q

Ch. 11: purpose of reflecting meaning

A

help clients find deeper meanings underneath thoughts, feelings, and behavior

70
Q

Ch. 11: purpose of interpretation/reframing

A

seeks to provide a new way of understanding thoughts, feelings, behaviors

71
Q

Ch. 11: Reflection of meaning, how to:

Meanings are close to core experiencing. Encourage clients to explore their own meanings and values in more depth from their own perspectives, but also the perspectives of others. questions eleciting meaning are often a vital first step. a reflection of meaning looks very much like a paraphrase, but focuses beyond what the client says. Appearing often are the words meaning, values, vision, and goals

A

Anticipated Client Response:

The client discusses stories, issues, concerns in more depth with a special emphasis on deeper meanings, values, and understandings. clients may be enabled to discern their life goals and visions for the future

72
Q

Ch. 11: Interpretation/Reframe, how to:

Provide the client w/ a new perspective, frame of reference, or way of thinking about issues. Interpretations/reframes may come from your observations; they may be based on varying theoretical orientations to the helping field, or they may link critical ideas together.

A

Anticipated client response:

The client may find another perspective or way of thinking about a story, issue, or problem. Their new perspective could have been generated by a theory used by the interviewer, from linking ideas or information, or by simply looking at the situation afresh.

73
Q

Ch. 11: Questions for eliciting meaning

A
  • what satisfies you about your job?
  • what is missing from your present life?
  • what do you value in your life?
  • what sense do you make of what happened, and the future
  • what things in the future will be most meaningful to you
  • what is the purpose of working so hard
  • what gift would you like to leave the world
74
Q

Ch. 11: Basic skills of interpretation/reframe

A
  • listen to client story and learn how client makes sense of, thinks about, or interprets the story or issue
  • counselor may draw from person experience and/or observation of client or may use theoretical perspective to provide alternative meaning or interpretation. may include linking information or ideas discussed earlier that relate to each other. linking is particularly important as it integrates ideas and feelings for clients and frees them to develop new approaches to their issues
  • positive reframe from personal experience
  • psychoanalytic interpretation w/ multicultural awareness
75
Q

Ch. 11: Discernment

A
  • a process whereby clients can focus on envisioning future as journey into meaning.
  • here and now questions
76
Q

Ch. 12: Stress Management

A
  • sustained, chronic stress accelerates wear and tear on body and mind
  • changing stressors, or reactions to them, is key goal
  • tlcs
77
Q

Ch. 12: Self-Disclosure

A
  • Indicating thoughts and feelings to a client
  • use personal pronouns (“i” statements)
  • use a verb for content or feeling
  • use an object coupled with adverb and adject descriptors
  • express feelings appropriately
  • tends to be most effective when genuine, timely, phrased in present tense. keept it brief
78
Q

Ch. 12: Feedback

A
  • Feed back accurate date on how you or others view the client.
  • remember, client is in charge, focus on strengths, be concrete and specific, be non-judgmental, provide here-and-now feedback, keep feedback lean and precise, check out how your feedback was received
79
Q

Ch. 12: Logical Consequences

A
  • gentle skill used to help people sort through issues and evaluate consequences/outcomes of decisions. assist clients to foresee consequences
  • listen to make sure you understand the situation and how the client understands it
  • encourage client to think about possible positive and negative consequences of a decision
  • if necessary, comment on the positive and negative consequences of a decision in a non-judgmental manner
  • summarize positives and negatives
  • let client decide what action to take
80
Q

Ch. 12: Instruction and Psychoeducation

A
  • used to facilitate action in real world (instruction)
  • psychoeducation is more comprehensive than instruction
  • solid working relationship is essential
  • hear the client’s story and identify strengths
  • check out your client’s interest and readiness to receive info
  • be clear and concise and encourage client participation and feedback
81
Q

Ch. 12: Action Skills for Building Resilience & Managing stress

A
  • ability to facilitate client self-understanding and empowerment through careful listening, including counselor self-disclosure and feedback
  • ability to enable the client to look at the possible positive and negative results of alternative actions (logical consequences)
  • ability to present new info and ideas to clients
  • ability to empower clients w/ specifics for action leading to physical and mental health through stress management
  • ability to help clients restory and take concrete action in their issues (psychoeducation)
  • ability to develop action plans collaboratively with clients to facilitate taking home learning and new skills from the session to the “real world.”
82
Q

Ch. 12: 4 Types of Resilience

A

Mental
Emotional
Social
Physical

83
Q

Ch. 12: Eustress

A

Positive stress. a form of stress after which a person’s adaptive capacity increases.

84
Q

Ch. 12: Theory and Methods Associated with Stress Management

A

cbt and other theories
multicultural approaches
psychoeducation
social skills training
assertiveness training
conflict resolution
gestalt exercises
biofeedback
neurofeedback
positive reframing
thought stopping
imagery, guided imagery
time management
relaxation training
action influencing skills
action planning

85
Q

Ch. 12: The Big 7 TLCs

A
  1. physical exercise
  2. nutrition
  3. sleep
  4. social relations
  5. cognitive challenge
  6. meditation
  7. cultural health
86
Q

Ch. 12: Other helpful tlcs

A

control screentime
prayer
positive thinking/optimism
no drugs/limited alcohol
religion/spirituality/strong values
nature break
hobbies
helping others
medication
no smoking

87
Q

Ch. 12: Empathic Self-Disclosure & Feedback

Self-disclosure is sharing your own personal experience related to what the client has said and often starts with an “I” statement. It can also be sharing your own thoughts and feelings concerning what the client is experiencing in the immediate moment, in the here and now.

Feedback presents clients w/ clear, nonjudgmental info (and sometimes even opinions) on client thoughts, feelings, and behaviors, either in the past or in the here and new

A

Anticipated Client Response:

Clients respond well to careful self-disclosure, especially at the beginning of a session. they are often pleased to know more about you at that point. later in the session, sharing your thoughts and feelings about the client can enable them to talk more openly about their issues. self-disclosure almost always needs to be positive and supportive.

Feedback can be supportive or challenging. Supportive feedback searches for positives and strengths, whereas challenges ask clients to think more carefully about themselves and what they are saying.

88
Q

Ch. 12: Natural and Logical Consequences

Explore with the client specific alternatives and the logical positive and negative concrete consequence of each decision possibility

A

Anticipated Client Response

Clients will change thoughts, feelings, and behaviors through better anticipation of the consequences of their actions. when you explore the positives and negatives of each possibility, clients will be more involved in the process of making their new creative decisions.

89
Q

Ch. 12: Directives, Instruction, Psychoeducational Strategies

Clear directions, encouraging clients to do what you suggest, underlie instruction and physchological education. These offer specifics for daily life to help change thoughts, feelings, and behaviors. Providing useful instruction and referral sources can be helpful. Psychoeducational strategies include systematic educational methods such as therapeutic lifestyle changes. With all these, a collaboration approach is essential.

A

Anticipated Client Response

Clients will make positive progress when they listen to and follow the directives, use the info you provide for them, consider your advice, and engage in new, more positive thinking, feeling, or behaving. psychoeducation can lead to major life changes for physical and mental health.

90
Q

Ch. 12: Examples of Directives, Instruction, and Psychoeducational Strategies

A

Therapeutic lifestyle changes
Directives, sharing info, advice
Spiritual images
role-play enactment
positive reframing
meditation
relaxation
exercise
imagery focusing on a relaxing scene
thought stopping
journaling

91
Q

Ch. 13: The 5 Principles of Trauma-informed care

A

safety
trustworthiness
choice
collaboration
empowerment

92
Q

Ch. 13: Steps of Crisis and Trauma chare

A
  1. safety
  2. calming and caring
  3. normalizing
  4. debriefing the story
  5. assess strengths and resources
  6. action and advocacy
  7. follow-up
93
Q

Ch. 13: Psychological First Aid (PFA)

A

goals are to assess risk, promote safety, and stabilize survivors of disasters and connect them with help and resources

94
Q

Ch. 14: skill integration

A
  • combines microskills, stages of the interview, and natural expertise into the interview or counseling session
95
Q

Ch. 14: Case conceptualization

A

a case conceptualization is an individualized application of your theoretical model that takes into consideration the antecedents of the case and your observations and inferences. a good conceptualization demonstrates your understanding of your clients, their issues, and the decisions they want or need to make. it is the foundation of your work

96
Q

Ch. 14: 5 Stages of a Counseling Session

A
  1. empathic relationship
  2. story and strengths
  3. goals
  4. restory
  5. action

CEDU-645 (7 decks)

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