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740 orientation > final pt. 1 (evaluation, research, testing, groups, consultation, supervision) > Flashcards

final pt. 1 (evaluation, research, testing, groups, consultation, supervision) Flashcards

1
Q

Involves gathering meaningful information on various aspects of a counseling program to guide decisions about allocation of resources and ensure program effectiveness; can be used immediately and allows clients to give input/feedback

A

evaluation

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2
Q

“include clearly identifying the target of the survey, specifying a method of contact, and resolving measurement-related issues”

A

needs assessment

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3
Q

most immediately recognizable results from an intervention

A

terminal program outcomes

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4
Q

most enduring results from an intervention

A

ultimate program outcomes

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5
Q

needs assessment, designing a program, revising and improving, noting and reporting outcomes

A

steps in evaluation

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6
Q

-The characteristics of its sample
-Types and degree of its reliability and validity
-Reliability and validity of comparable tests
-Scoring procedures
-Methods of administration
-Limitations and strengths

A

understanding a test

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7
Q

comparing the test scores of a person to a norm-referenced group

A

psychometrics

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8
Q

client achievement is compared to the client’s previous and best results

A

edumetrics

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9
Q

You need to be able to understand statistics and what results mean to mitigate negative consequences of using them for clients…
why should counselors be _________ in assessment?

A

competent

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10
Q

Validity
Reliability
Standardization and norms…

qualities of good ______

A

tests

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11
Q

the degree to which a test measure what it is supposed to measure; is the most important test quality

A

validity

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12
Q

________ validity: the degree to which a test appears to measure what it is supposed to

A

content (face)

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13
Q

_______ validity: the degree to which a test measures an intended hypothetical construct

A

construct

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14
Q

_______ validity: the comparison of test scores with a person’s actual performance of a certain skill across time and situations

A

criterion

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15
Q

________ validity: the social implications or consequences of test use and interpretation

A

consequential

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16
Q

the uniform conditions under which a test is administered and scored; makes possible the comparison of an individual’s successive scores over time as well as the comparison of scores of different individuals

A

standardization

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17
Q

average performance scores for specified group; Make possible meaningful comparisons among people regarding what can be expected

A

norms

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18
Q

defined in many ways; including multiple forms; often related to linguistic and problem solving capabilities (Stanford-Binet Scale, WPPSI, WISC, WAIS)

A

intelligence

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19
Q

capability of a task or type of skill

A

aptitude

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20
Q

measures a person’s ability to profit from further training or experience in an occupation or skill

A

aptitude test

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21
Q

test a number of skills through a variety of tests

A

multi aptitude batteries

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22
Q

assess a single ability or skill

A

component ability tests

23
Q

test or checklist that assesses a person’s preferences for activities and topics

A

interest inventory

24
Q

strong interest inventory, self-directed search, kudos occupational interest survey

A

career inventories

25
Q

a measure of an individual’s degree of accomplishment or learning in a subject or task (teacher-made or standardized)

A

achievement test

26
Q

______ interpretation: provides info on the current status of the test taker
_______ interpretation: focuses on how the tested person got to be the way he/she is now
_______ interpretation: concentrates on forecasting the future
_______ interpretation: includes recommendations by the test interpreter

A

descriptive, genetic, predictive, evaluative

27
Q

the procedures and processes of collecting information and measure of human behavior apart from test data

A

assessment

28
Q

_____ info an a client’s presenting problems
______ contributing variables to the problem
_______ the client’s goals/expectations
_______ baseline data
_______ and motivate the client
______ treatment interventions and strategies

A

obtain identify determine gather educate plan

29
Q

“The meaning or interpretation that is derived from assessment information and is usually translated in the form of some type of classification system”

When used appropriately, ______ does the following:
Describe a person’s current functioning
Provide a common language for clinicians
Lead to a consistent and continual type of care
Help direct and focus treatment planning
Help counselors fit clients within scope of treatment

A

diagnosis

30
Q

“the intricate decisions professional counselors make when they assess the degree of severity of a client’s symptoms, identify a client’s level of functioning, and make decisions about a client’s prognosis”

A

clinical decision making

31
Q

valuable because they allow members to experience a sense of belonging, to share common problems, to observe behaviors and consequences in others and to find support during self exploration and change

A

groups

32
Q

(enactment of unrehearsed role-plays, with the group leader acting as the director)
- Other group members are actors in the protagonists place, give feedback as
members of audience or do both
- Popular with behaviorists and gestaltists and it helps clients experience emotional
qualities of an event

A

psychodrama group

33
Q

(t-group; learning how one’s behaviors in a group influence others behaviors)
- And vice versa
- Similar to forms of family counseling because the emphasis is on how both the system operates and how an individual within the system functions

A

training group

34
Q

(focused on growth of individual group members as opposed to the group itself)
- Emerged from t groups
- Individual expression and recognition of affect
- Intended for “normally functioning people” who wanted to grow, change and
develop

A

encounter group

35
Q

(extended, one-session group that usually lasts 24 hours)
- Break down defensive barriers that individuals use
- Works well with substance abusers

A

group marathon

36
Q

(originate spontaneously)
- Synonymous with mutual help groups
- Stress autonomy and internal group resources, have a single topic and are led by a layperson with little formal group training but have experience with stressful event
- Can be short or long term

A

self help group

37
Q

organized by professional groups, such as AA

A

support group

38
Q

_____ about groups:
-artificial and unreal
-second-rate structures for addressing issues
-damaging (force people to lose their identity by tearing down psychological defenses, require people to become emotional and spill their guts, brainwash participants)
-touchy-feely, confrontational or hostile

A

myths

39
Q
  • Instillation of hope: assurance treatment will work
  • Universality: realization one is not alone, unique or abnormal
  • Imparting of information: instruction about mental health, illness and how to deal with life problems
  • Altruism: sharing experiences and thoughts with others, helping them by giving of oneself, working for common good
  • Corrective recapitulation of the primary family group: reliving early family conflicts and resolving them
  • Development of socializing techniques: interaction with others & learning social skills & more about self in social situation
  • Imitative behavior: modeling positive actions of other group members
  • Interpersonal learning: gaining insight & correctively working through past experience
  • Group cohesiveness: bonding with members of the group
  • Catharsis: experiencing and expressing feelings
  • Existential factors: accepting responsibility for ones life in basic isolation from others, recognizing ones own morality & the capriciousness of existence
A

therapeutic factors

40
Q

Manipulators, resisters, monopolizers, silent members, users of sarcasm, diagnostic analyzers, focusers on others, subgroups

A

people problems

41
Q

Types of groups:
________________- guidance; preventative and instructional; teach how to deal with a potential threat, a development in life or immediate life crisis

__________- interpersonal problem solving; attempt to modify attitudes and behaviors; help resolve problems of living through interpersonal support & problem solving

______________- personality reconstruction; help individual members remediate in depth psychological problems

____- identify and improve work goals

A

psychoeducational counseling psychotherapy work

42
Q

forming- foundation and expectations are laid out; members show anxiety, dependency, and talk about non problematic issues

storming- turmoil and conflict occur; members seek to establish selves in hierarchy of the group

norming- group generates enthusiasm and cohesion and decides on goals/ways of working together

performing- group is productive; members are involved with each other in individual and collective goals

mourning/termination- group comes to an end; members say goodbye and experience; members feel fulfilled or bitter

A

stages in group

43
Q

-selection and preparation of group members (pre-group training and interview are helpful to formation)

-group size and duration (determined by purpose and preference; should be 6-8 but can be up to 10 if longer)

-open-ended versus closed (closed are more cohesive but many long term outpatient groups are open-ended)

-confidentiality (should be stressed in initial stages and group leader should be active, deal with breaches immediately)

-physical structure
-co-leaders (may be beneficial in 10+ groups; one monitors and other leads which can be good for inexperienced leader)

-self disclosure (dependent on trust between members; leaders can model)

-feedback (members respond to verbal messages and nonverbal behaviors of others; most important and abused)

-follow up (if people know there is one they are more likely to pursue goals)

A

issues in groups

44
Q

Qualities of a good leader:
_______- worrying about how others feel and being warm

_______ attribution- clarifying, explaining, providing cognitive framework for change

_________ stimulation- activity, challenging, risk taking, self disclosure

_________ function- developing Normas, structuring, suggesting procedures

(presence, personal power, courage, willingness to confront oneself, sincerity, authenticity, enthusiasm, sense of identity and inventiveness

A

Caring meaning emotional executive

45
Q

-groups are becoming more theory driven, such as solution focused and brief therapy groups
-research into the potential of conducting online groups underway
-becoming more preventative
-being used more internationally
-are headed toward more diversity in theory and practice

A

future of group work

46
Q

______ is “a voluntary relationship between a professional helper and a help-needing individual, group, or social-unit in which the ______ is providing help to the client in defining and solving a work-related problem or potential problem with a
client or client system”
- Problem solving focus
- Tripartite in nature
- Emphasis on improvement

A

consultation

47
Q

_________ approaches have the following characteristics:
- Content based
- Goal oriented
- Governed by variable roles and relationship rules
- Process oriented
- Triadic
- Based on ideologies, value systems and ethics

A

consulting

48
Q
  • Expert or provision model =
    consultants provide direct service to consultees who do not have time, inclination or skills to deal with a particular problem
  • Doctor patient or prescription model =
    consultants advise consultee about what is wrong with the targeted third party and what should be done about it
  • Mediation model =
    consultant act as coordinators with main function to unify the services of a variety of people who are trying to solve a problem
  • Ex: working in school system with child who is disabled
  • Process consultation or collaboration model =
    consultants are facilitators of problems solving process with main task to get consultees actively
A

four comprehensive models of consultation

49
Q
  • Individual consultation
    involves teaching self-management skills, including self monitoring, self measurement (person validates degree to which problem exists), self mediation (person develops and implements strategies for change), self maintenance (person monitors and measures desired effects of self management process)
  • Group consultation
    Several individuals share a similar problem
  • Either problem solving or person focused (collaboration, consultation, clarification, confrontation, concern, confidentiality, and commitment)
  • Organization / community consultation
  • Consultants possess sophisticated knowledge of systems; organization or community consultants are external to the projects, but most of their activities involved individuals or groups
A

levels of consultation

50
Q

adlerian approach: psychological education model that assumes individual, group and communities lack information

behavior approach: instructs consults how to use behavioral principles to work with students and collect empirical data to validate each intervention strategy

mental health approach: goal is to help teachers and other powerful personnel in the school gain new insight into themselves and their students

organizational-development approach: emphasizes context in which problems arise (eg school)

parent counselor consulting model: aims to solve student problems and educate parents on how to help their children with particular situations

peer consultation approach: feedback from other school counselors

collaborative consultant: an outside professional works with the school community in action research approach

A

school consultation

51
Q
  • Mental health should be viewed from a local community perspective with an emphasis on
    prevention
  • Three level definition of prevention:
    Primary prevention = a reduction of disorders
    Secondary prevention = a reduction in the duration of disorders
    Tertiary prevention = a reduction in the impairment of disorders
  • Six levels of community health consultation:
  • Client centered case consultation
  • Consultee centered case consultation (collaboratively identify consultee difficulties when working with certain types of clients and develop skills to deal)
  • Program centered administrative consultation (help the consultee deal more effectively with certain parts of a MH program and improve abilities to function)
  • Consultee centered administrative consultation (Identity consultee problems generated by implementing a MH program and develop skills)
  • Community centered ad hoc consultation (Enable an ad hoc consultee to deal more effectively with community problems encountered when making a temporary program)
  • Consultee consented ad hoc consultations (Identify collaborative the ad hoc consultees problems generated in providing temporary mental health services)
A

agency consultation

52
Q

an interactive and evaluative process in which someone with more proficiency oversees the work of someone with less knowledge and skill to enhance the professional functioning of the junior member

common procedures:
-observing the counselor client interaction behind one way mirror
-monitoring audiotapes of counseling sessions
-critiquing videotapes of counseling sessions

A

supervision

53
Q

supervision: ______ model
supervisor plays the following roles depending on the need of the counselor in training:
-teacher, counselor, consultant

highlights 3 areas of skill building
-process issues: how technical aspects are handled such as reflecting clients emotions accurately
-conceptualization issues: how well supervises formulate cases from theory and how well they convey what is known
-personalization issues: how counselors use their own experiences, thoughts, and feelings in a therapeutic way

A

discrimination

740 orientation (3 decks)

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