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Oral Comps - 2020 > Primary Citations - Forward and Reverse > Flashcards

Primary Citations - Forward and Reverse Flashcards

Remember dem Names

1
Q

Joiner (2006)

A

Interpersonal Theory of Suicide

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2
Q

Experiental Learning Theory;

  1. concrete experience,
  2. reflective observation,
  3. abstract conceptualization,
  4. active experimentation
A

Kolb (1984)

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3
Q

Adult Learning Theory;

  • “Self-ConceptAs a person matures his/ her self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
  • Adult Learner Experience - As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
  • Readiness to Learn - As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
  • Orientation to Learning - As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
  • Motivation to Learn - As a person matures the motivation to learn is internal”
A

Knowles (1980)

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4
Q

Unified Protocol

A

Barlow (2000)

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5
Q

Barlow (2000)

A

Unified Protocol

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6
Q

Hays (1996)

A

Adressing Model; Age, generational Disability, Religion, Ethnicity/race, Social status, Sexual orientation, Indigenous heritage, National origin, Gender

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7
Q

Berger & Luckman (1966)

A

Social Constructionism - that there are no realities that can be purely known beyond culture.

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8
Q

Rubel (2006)

A

Multicultural & Diversity In Groups;

  • Culture and its implications for diverse groups and individuals,
  • the impact of diversity upon individual identity development,
  • The impact of diversity upon relationships between social identity groups
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9
Q

Racial/cultural identity development model,

  • Conformity,
  • Dissonance,
  • Resistance and Immersion,
  • Introspection,
  • Intragative Awareness
A

Sue & Sue (2003)

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10
Q

ACA (2014)

A

ACA code of ethics

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11
Q

Knowles (1980)

A

Adult Learning Theory;

  • “Self-ConceptAs a person matures his/ her self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
  • Adult Learner Experience - As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
  • Readiness to Learn - As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
  • Orientation to Learning - As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
  • Motivation to Learn - As a person matures the motivation to learn is internal”
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12
Q

Three Epistemologies for counselor education:

  • Received (Belenkey, 1986),
  • Conventional Knowing (Kohlberg, 1981) (Third order of consciousness)
  • Self- Authorized knowing (Kegan, 1998)
  • Dialectical Knowing (Bassechas, 1984, 1998) Multiple perspectives and questioning assumptions
  • Knowledge is socially constructed through a discourse/idea and question theses discourse/ ideas The use of one’s judgment to develop decision making. No longer settling on received ways of knowing but seeks what is important based on evidence.
A

McAuliffe & Eriksen (2011)

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13
Q

Zone of Proximal Development -

  1. difference between what a learner can do without help and what he or she cannot do.
  2. Scaffolding- Scaffolding is a process through which a teacher or a more competent peer helps the student in his or her ZPD as necessary and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building after construction is completed.
A

Vygotsky (1979)

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14
Q

Bordin (1979)

A

Working Alliance, Goal, task, bond

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15
Q

Constructivist-Developmental Teaching Guidelines

  1. One way to remember these next five guidelines is to use the acronym MACCC, for multiple, approximation, conflict, categorical, and commitment. 4.
  2. Emphasize multiple perspectives.
  3. Value approximation over precision.
  4. Recognize that conflict is the norm. Encourage its expression.
  5. Question categorical thinking.
  6. Show commitment in the face of doubt.

The last two guidelines are particularly valuable for counselors, as they alert them to so-called “process” dimensions that are central to the work of counseling.

  1. Encourage intrapersonal process awareness or metacognition.
  2. Accent interpersonal process commentary, or metalogue.
A

McAuliffe & Eriksen (2011)

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16
Q

Goodrich & Sims (2012)

A

Social Identities Playing a Factor in Gatekeeping Using a Group Systems Approach to gatekeeping with minorities can be beneficial. Intrapersonal Level Faculty reflect on the intrapersonal experience of the student (e.g., What may be occurring for the student in that moment? What might this student be responding to?), and the faculty reflect on their own intrapersonal experience. Interpersonal Level Faculty have a conversation with the identified student. Group-as-a-Whole Level Once a student has been allowed the opportunity to explain his or her experiences (as described earlier), specific questions regarding the student’s experiences in the program should be considered. The faculty assess how successful or unsuccessful the program has been in terms of the recruitment, retention, and graduation of diverse student groups. Supragroup Level The evaluation of potentially problematic students from culturally marginalized groups has larger social justice implications. Dismissing students based on a lack of understanding of non-Western cultural norms and values or because of diverse students’ reactions to unwelcoming or unsafe department environments simply perpetuates the institutional oppression of certain marginalized racial and ethnic groups.

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17
Q

Vygotsky (1979)

A

Zone of Proximal Development -

  1. difference between what a learner can do without help and what he or she cannot do.
  2. Scaffolding- Scaffolding is a process through which a teacher or a more competent peer helps the student in his or her ZPD as necessary and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building after construction is completed.
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18
Q

Bronfenbrenner (1979)

A

Ecological Systems theory, Micro, Meso, Exo, Macro, Chrono System

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19
Q

Social Identities Playing a Factor in Gatekeeping Using a Group Systems Approach to gatekeeping with minorities can be beneficial. Intrapersonal Level Faculty reflect on the intrapersonal experience of the student (e.g., What may be occurring for the student in that moment? What might this student be responding to?), and the faculty reflect on their own intrapersonal experience. Interpersonal Level Faculty have a conversation with the identified student. Group-as-a-Whole Level Once a student has been allowed the opportunity to explain his or her experiences (as described earlier), specific questions regarding the student’s experiences in the program should be considered. The faculty assess how successful or unsuccessful the program has been in terms of the recruitment, retention, and graduation of diverse student groups. Supragroup Level The evaluation of potentially problematic students from culturally marginalized groups has larger social justice implications. Dismissing students based on a lack of understanding of non-Western cultural norms and values or because of diverse students’ reactions to unwelcoming or unsafe department environments simply perpetuates the institutional oppression of certain marginalized racial and ethnic groups.

A

Goodrich & Sims (2012)

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20
Q

Swank & Smith-Adock (2013)

A

Gatekeeping during admission - The admission process in counselor education is a crucial part of the ethical and legal responsibilities counselor educators embrace as gatekeepers for the counseling profession.

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21
Q

Luke & Bernard (2006)

A

The School Counseling Supervision Model; 4 entry points for school counselors,

  • large groups intervention,
  • Counseling and Consultation,
  • Individual and Group advisement, and
  • Planning, coordination & evaluation
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22
Q

Social Justice Education Goal:

Have tools (theory and pedagogical frameworks) to critically analyze oppression connecting to the competencies of SJ—awareness, knowledge, and skill ;

A

Bell & Adams (2016)

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23
Q

Oppression Model;

  • Agent groups and Target groups -
  • prejudice, bias, and privilage
A

Bell (1997)

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24
Q

Ecological Systems theory, Micro, Meso, Exo, Macro, Chrono System

A

Bronfenbrenner (1979)

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25
Q

Kolb (1984)

A

Experiental Learning Theory;

  1. concrete experience,
  2. reflective observation,
  3. abstract conceptualization,
  4. active experimentation
How well did you know this?
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26
Q

Kline (2001)

A

Group Interactive Development Theory; Involvement, Dependency, Individual, Intimacy, Loss & Loneliness

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27
Q

Summary of leadership theories

A

Bolden et al. (2003)

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28
Q

Bernard & Goodyear (2013)

A

Fundementals of Clinical Supervision

29
Q

Whitaker and Leiberman (1964)

A

Focal Conflict Theory;

  • disturbing motive,
  • reactive motive,
  • restrictive solutions,
  • enabling solutions,
  • equilibrium;
  • deviant-restrictive and deviant enabling member (the group is spending inordinate amounts of time trying to change this member’s perspective)
30
Q

Two person psychology theory Confrontation and Rupture repair models

A

Safran & Muran (2000)

31
Q

Social Constructionism - that there are no realities that can be purely known beyond culture.

A

Berger & Luckman (1966)

32
Q

Safran & Muran (2000)

A

Two person psychology theory Confrontation and Rupture repair models

33
Q

Transformational leadership focuses on:

  • helping increase awareness of what is right and important,
  • optimize development not just performance,
  • seek after higher ethics and standards.
  1. Builds on a man’s need for meaning,
  2. Is preoccupied with purposes and values, morals, and ethics,
  3. Transcends daily affairs,
  4. Is orientated toward long-term goals without compromising human values and principles,
  5. Focuses more on missions and strategies,
  6. Releases human potential – identifying and developing new talent,
  7. Designs and redesigns jobs to make them meaningful and challenging
A

Covey (1992)

34
Q

Glance, et al. (2012)

A

Gatekeeping in counselor education - Gatekeeping requires a system of evaluation of both professional and personal competence for the field. Several problems have come up because of lack of consistency in Gatekeeping practices among programs. Definition of impairment:

  1. the intern’s behavior was professionally unethical, harmful, and deficient,
  2. there was a clear pattern in the behavior, and
  3. behavior was not improving.
35
Q

Sue & Sue (2003)

A

Racial/cultural identity development model,

  • Conformity,
  • Dissonance,
  • Resistance and Immersion,
  • Introspection,
  • Intragative Awareness
36
Q

ACA code of ethics

A

ACA (2014)

37
Q

Interpersonal Theory of Suicide

A

Joiner (2006)

38
Q

Problematic Behavior in Counselor Education Programs - Gatekeeping aims to ensure the health of the profession by controlling access to it through evaluation of student suitability for the profession. Gatekeeping should include the following: (a) policies and procedures manuals specifying program expectations (made known before the program starts) (b) a systematic process for regular student evaluation and critique (c) outline of procedures used to identify and notify students when problematic behavior exists (d) step-by-step procedures to document student concerns (e) sequences for the development of time-based and outcome-focused plans to address problematic behavior (f) follow-up review protocol to determine students’ future status in the program (g) formal sequences to follow if dismissal is indicated (h) elaboration of students’ rights and responsibilities for confidentiality and appeals process

A

Brown (2014)

39
Q

Multicultural & Diversity In Groups;

  • Culture and its implications for diverse groups and individuals,
  • the impact of diversity upon individual identity development,
  • The impact of diversity upon relationships between social identity groups
A

Rubel (2006)

40
Q

McAuliffe & Eriksen (2011)

A

Constructivist-Developmental Teaching Guidelines

  1. One way to remember these next five guidelines is to use the acronym MACCC, for multiple, approximation, conflict, categorical, and commitment. 4.
  2. Emphasize multiple perspectives.
  3. Value approximation over precision.
  4. Recognize that conflict is the norm. Encourage its expression.
  5. Question categorical thinking.
  6. Show commitment in the face of doubt.

The last two guidelines are particularly valuable for counselors, as they alert them to so-called “process” dimensions that are central to the work of counseling.

  1. Encourage intrapersonal process awareness or metacognition.
  2. Accent interpersonal process commentary, or metalogue.
41
Q

the three best practices programs could use to improve their gatekeeping protocol are to:

  1. establish the expectations,
  2. communicate them clearly and widely, and
  3. have faculty consistency in enforcement.

She emphasized that being clear and consistent with the process and expectations adds dignity to the situation for the students going through it.

A

Homrich (2009)

42
Q

Bolden et al. (2003)

A

Summary of leadership theories

43
Q

Safran & Muran (2007)

A

Relational Approach to Supervision

44
Q

Social Justice Educational Foundations - Six guiding notions -

  1. Culture is a social construct that leads to our assumptions of what is good and true.
  2. Comprehensiveness: definition of culture is broad, to include all social groups.
  3. Diversity vs Disparity: We can’t consider one without the other; power and access to important things.
  4. Multicultural competencies: Awareness, knowledge and skills.
  5. Universality and individuality are both important: culture guides behavior, individual personality, and temperament also informs behavior.
  6. Teaching process: Experience and reflection are needed for learning
A

Marbley, Steele, & McAuliffe (2011)

45
Q

Bell & Adams (2016)

A

Social Justice Education Goal:

Have tools (theory and pedagogical frameworks) to critically analyze oppression connecting to the competencies of SJ—awareness, knowledge, and skill ;

46
Q

Gatekeeping during admission - The admission process in counselor education is a crucial part of the ethical and legal responsibilities counselor educators embrace as gatekeepers for the counseling profession.

A

Swank & Smith-Adock (2013)

47
Q

Experiential Learning Theory

Concrete experience: goal motivated interest (role-playing),

Reflective observation: observe and reflect on what the experience meant,

Abstract conceptuatlization: concrete to abstract= inductive-generalized thought from experience for meaning making OR deduction- experience to generalize a thought.

Active experimentation: Trying out the generalizations (practicum)

A

Kolb (1984)

48
Q

Marbley, Steele, & McAuliffe (2011)

A

Social Justice Educational Foundations - Six guiding notions -

  1. Culture is a social construct that leads to our assumptions of what is good and true.
  2. Comprehensiveness: definition of culture is broad, to include all social groups.
  3. Diversity vs Disparity: We can’t consider one without the other; power and access to important things.
  4. Multicultural competencies: Awareness, knowledge and skills.
  5. Universality and individuality are both important: culture guides behavior, individual personality, and temperament also informs behavior.
  6. Teaching process: Experience and reflection are needed for learning
49
Q

Self-Authorizing knowing

A

Kegan (1998)

50
Q

Kolb & Kolb (2008)

A

Registrative Learning, Interpretive Learning, Integrative Learning

51
Q

CACREP (2016)

A

Counselor education program standards

52
Q

McAuliffe & Eriksen (2011)

A

Three Epistemologies for counselor education:

  • Received (Belenkey, 1986),
  • Conventional Knowing (Kohlberg, 1981) (Third order of consciousness)
  • Self- Authorized knowing (Kegan, 1998)
  • Dialectical Knowing (Bassechas, 1984, 1998) Multiple perspectives and questioning assumptions
  • Knowledge is socially constructed through a discourse/idea and question theses discourse/ ideas The use of one’s judgment to develop decision making. No longer settling on received ways of knowing but seeks what is important based on evidence.
53
Q

Working Alliance, Goal, task, bond

A

Bordin (1979)

54
Q

Knefelkamp (1984)

A

CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES -

  1. Value and promote experience.
  2. Vary the structure.
  3. Personalize teaching.
55
Q

Counselor education program standards

A

CACREP (2016)

56
Q

Brown (2014)

A

Problematic Behavior in Counselor Education Programs - Gatekeeping aims to ensure the health of the profession by controlling access to it through evaluation of student suitability for the profession. Gatekeeping should include the following: (a) policies and procedures manuals specifying program expectations (made known before the program starts) (b) a systematic process for regular student evaluation and critique (c) outline of procedures used to identify and notify students when problematic behavior exists (d) step-by-step procedures to document student concerns (e) sequences for the development of time-based and outcome-focused plans to address problematic behavior (f) follow-up review protocol to determine students’ future status in the program (g) formal sequences to follow if dismissal is indicated (h) elaboration of students’ rights and responsibilities for confidentiality and appeals process

57
Q

Sue, Ivey, & Pederson (1996)

A

Multicultural Counseling and Therapy Theory

  1. emphasis on context vs the individual,
  2. matching practice with culture,
  3. liberation of counsciosness
58
Q
  1. remember,
  2. understand
  3. apply,
  4. analyze,
  5. evaluate,
  6. create
A

Bloom (1956)

59
Q

Bloom (1956)

A
  1. remember,
  2. understand
  3. apply,
  4. analyze,
  5. evaluate,
  6. create
60
Q

Adressing Model; Age, generational Disability, Religion, Ethnicity/race, Social status, Sexual orientation, Indigenous heritage, National origin, Gender

A

Hays (1996)

61
Q

Bell (1997)

A

Oppression Model;

  • Agent groups and Target groups -
  • prejudice, bias, and privilage
62
Q

Three Overarching areas of Social and Cultural Competency for Group Workers:

  1. Awareness of Self and Group Members,
  2. Strategies and Skills Appropriate to Multicultural and Social Justice Competence, and
  3. Social Justice Advocacy
A

ASGW (2012)

63
Q

Multicultural Counseling and Therapy Theory

  1. emphasis on context vs the individual,
  2. matching practice with culture,
  3. liberation of counsciosness
A

Sue, Ivey, & Pederson (1996)

64
Q

Gatekeeping in counselor education - Gatekeeping requires a system of evaluation of both professional and personal competence for the field. Several problems have come up because of lack of consistency in Gatekeeping practices among programs. Definition of impairment:

  1. the intern’s behavior was professionally unethical, harmful, and deficient,
  2. there was a clear pattern in the behavior, and
  3. behavior was not improving.
A

Glance, et al. (2012)

65
Q

Kolb (1984)

A

Experiential Learning Theory

Concrete experience: goal motivated interest (role-playing),

Reflective observation: observe and reflect on what the experience meant,

Abstract conceptuatlization: concrete to abstract= inductive-generalized thought from experience for meaning making OR deduction- experience to generalize a thought.

Active experimentation: Trying out the generalizations (practicum)

66
Q

Kegan (1998)

A

Self-Authorizing knowing

67
Q

Covey (1992)

A

Transformational leadership focuses on:

  • helping increase awareness of what is right and important,
  • optimize development not just performance,
  • seek after higher ethics and standards.
  1. Builds on a man’s need for meaning,
  2. Is preoccupied with purposes and values, morals, and ethics,
  3. Transcends daily affairs,
  4. Is orientated toward long-term goals without compromising human values and principles,
  5. Focuses more on missions and strategies,
  6. Releases human potential – identifying and developing new talent,
  7. Designs and redesigns jobs to make them meaningful and challenging
68
Q

CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES -

  1. Value and promote experience.
  2. Vary the structure.
  3. Personalize teaching.
A

Knefelkamp (1984)

69
Q

Registrative Learning, Interpretive Learning, Integrative Learning

A

Kolb & Kolb (2008)

Oral Comps - 2020 (4 decks)

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