| a. As the psychologist had discussed this with the client at the outset of therapy and provided information about confidentiality in the informed consent, he or she has no further responsibility to discuss confidentiality | ||
| b. The psychologist would only need to bring up the limits of confidentiality again if he or she became obliged to report something discussed when engaged in the therapeutic endeavor | ||
| c. As the psychologist is now entering into a new service in which confidential information is transmitted via electronic transmission, he or she must inform clients/patients of the risks to privacy and limits of confidentiality in this setting | ||
| d. The psychologist would only need to bring up the limits of confidentiality again if he or she had knowledge that the information was compromised |
| a. First, learn one theory in depth, and then use this theory as an anchor point on which to build your own counseling perspective | ||
| b. Learn how to be a behavioral psychotherapist, as this particular type of therapy has been shown to be most effective | ||
| c. Learn about all therapies first, and then choose one theoretical orientation that best matches your personality | ||
| d. Get creative and inspired and create your own theoretical orientation |
| a. Find another tool, as it is unethical to use assessments whose validity and reliability have not yet been established | ||
| b. Describe the potential strengths and limitations of the test results and interpretations in the test report, including the information that this assessment has not yet been validated in children under fourteen | ||
| c. Consider the client's age and alter the test to try to maximize the possibility that the test is an accurate assessment | ||
| d. Use the test, as 12 is relatively close to 14, and logically, two years should not make a difference |
| a. Dr. Smith's sudden termination of treatment with her client is under violation of the American Psychological Association's (APA) ethical guidelines, as therapists may only terminate with their clients when therapeutic goals have been met and/or their client's needs surpass the therapist's competency | ||
| b. Dr. Smith's sudden termination of treatment with her client is considered justifiable as she was threatened/felt endangered by a person with whom her client has a relationship | ||
| c. Dr. Smith's sudden termination of treatment with her client is only justifiable if she had as many therapy sessions at it took to explain and discuss with the client her reasoning for termination | ||
| d. Dr. Smith's sudden termination with her client violates the APA's ethical guidelines as she is only allowed to end treatment with a client if the threat came directly from her client |
| a. To protect the therapist from liability | ||
| b. To give therapists an avenue for grievances should the client not abide by the contractual arrangements of therapy | ||
| c. To document progress of the client in order to provide evidence that the therapist is proceeding according to standard practice | ||
| d. To provide the clients with information so they are aware of their rights in the process and terms and conditions of the therapeutic relationship |
| a. Power, connection, and psychological stability of client | ||
| b. Power, duration, and nature of termination | ||
| c. Potential for longevity, duration, and nature of termination | ||
| d. Potential for longevity, type of relationship, and nature of termination |
| a. Simply applying a clear and definitive set of guidelines for ethical conduct | ||
| b. Deciding that an ethical decision is good if it makes you happy | ||
| c. Identifying what ethical guidelines are relevant in a situation and what is at stake for all | ||
| d. Asking as many people for advice as possible, so long as you don't use your client's name |
| a. Make sure not to disclose information which might reasonably lead to the identification of a client | ||
| b. Get written consent from the client | ||
| c. Keep the consulting exchange limited to non-sensitive material | ||
| d. None of the above; other psychological professions are also bound to confidentiality |
| a. One goal a counselor should have is to maintain a value-free neutral approach as a therapist | ||
| b. One goal of a counselor is to maintain appropriate and healthy boundaries with their clients | ||
| c. Multiple relationships with clients should generally be avoided if at all possible | ||
| d. There is only one viable and empirically validated therapy |
| a. EBPP is the more comprehensive concept than empirically supported treatments (ESPs) | ||
| b. EBPP starts with the patient and asks what research evidence will assist the psychologist to achieve the best outcome | ||
| c. EBPP articulates a decision-making process for integrating multiple streams of research evidence | ||
| d. EBPP relies solely on the results from randomized control trials, as this is the only acceptable form of research |
| a. This goal is more like a rule with no exceptions | ||
| b. This goal is flexible and can be ignored in many situations | ||
| c. This goal allows psychotherapists to avoid all ethical dilemmas around dual relationships | ||
| d. This goal is aspirational in that it represents something psychotherapist should strive for if at all possible |
| a. Psychological services are most effective when responsive to the patient's specific problems, strengths, personality, sociocultural context, and preferences | ||
| b. Psychological services are most effective when responsive across patients regardless of their individual differences | ||
| c. Psychological services are most effective when they utilize behavioral techniques | ||
| d. Psychological services are most effective when they are carried out by licensed psychologists as compared to any other mental health practitioners |
| a. Ethical dilemmas | ||
| b. Boundary violations | ||
| c. Boundary crossings | ||
| d. None of the above |
| a. A rejection of/reaction to traditional psychoanalysis | ||
| b. The advent of managed care and other economic forces | ||
| c. Research evidence suggesting that shorter-term therapy is more effective than long-term therapy | ||
| d. There has been no such movement |
| a. Industry versus inferiority | ||
| b. Trust versus mistrust | ||
| c. Initiative versus guilt | ||
| d. Autonomy versus shame and doubt |
| a. A Genuine connection | ||
| b. Countertransferce | ||
| c. Positive transference | ||
| d. Negative transference |
| a. Psychoanalysis | ||
| b. Cognitive-behavioral | ||
| c. Interpersonal | ||
| d. Existentialism |
| a. Bipolar disorder | ||
| b. Conversion disorder | ||
| c. Hysteria | ||
| d. Depression |
| a. A focus on early childhood development | ||
| b. The acknowledgement that we are sometimes unaware of our true motivating factors (i.e., the unconscious) | ||
| c. The notion of developmental stages | ||
| d. All of the above |
| a. Genuine, an attachment | ||
| b. Objective, countertransference | ||
| c. Neutral, transference | ||
| d. Genuine, rapport |
| a. Reaction Formation | ||
| b. Projection | ||
| c. Intellectualization | ||
| d. Displacement |
| a. Free will | ||
| b. Psychic determinism | ||
| c. Death anxiety | ||
| d. Parapraxes |
| a. Making unconscious material conscious and explicit | ||
| b. Removing the ego's resistance to instinctual repressed processes | ||
| c. Work and strenuous effort | ||
| d. All of the above |
| a. Sigmund Freud | ||
| b. Eric Erikson | ||
| c. Carl Rogers | ||
| d. John B. Watson |
| a. Denial | ||
| b. Repression | ||
| c. Regression | ||
| d. Projection |
| a. The idea that all adult behavior is based in part on previous learning | ||
| b. The notion that having knowledge of your own instinctual processes can be enriching and freeing | ||
| c. Patients/clients often project unresolved conflicts, wishes, and fantasies onto their therapist | ||
| d. None of the above |
| a. Denial | ||
| b. Transference | ||
| c. Conditioned response | ||
| d. Conditions of worth |
| a. Pleasure, superego | ||
| b. Reality, superego | ||
| c. Pleasure, Reality | ||
| d. Reality, Morality |
| a. Nietzsche, existential | ||
| b. Watson, behavioral | ||
| c. Nietzsche, humanism | ||
| d. Watson, psychoanalytic |
| a. Communication skills are the most important tool in obtaining happiness in a relationship | ||
| b. Communications skills are necessary but not sufficient for true intimacy and connection | ||
| c. Greg's relationships are not of great importance; instead, the therapeutic work must move to a more intrapersonal level | ||
| d. None of the above |
| a. Adaptive avoidance and venting | ||
| b. Turning to God and exercise | ||
| c. Venting and turning to God | ||
| d. Sense of humor and adaptive avoidance |
| a. What Sally really means is that she wants to get away from the anxiety of feeling out of control | ||
| b. As a child, Sally became fixated at the anal stage of development and is still striving to master her infantile instincts | ||
| c. Sally has learned from her parents that she is not worthwhile or loveable unless she can control the situation around her | ||
| d. None of the above |
| a. Existential | ||
| b. Psychoanalytic | ||
| c. Humanistic | ||
| d. Behaviorist |
| a. Death anxiety | ||
| b. Authenticity | ||
| c. Freedom and Responsibility | ||
| d. I-Thou relationship |
| a. Psychoanalytic, Cognitive | ||
| b. Psychoanalytic, Existential | ||
| c. Humanistic, Behavioral | ||
| d. Humanistic, Existential |
| a. Humanistic Therapy | ||
| b. Behavioral Therapy | ||
| c. Existential Therapy | ||
| d. Cognitive Therapy |
| a. Existential Therapy | ||
| b. Psychoanalytic Therapy | ||
| c. Humanistic Therapy | ||
| d. A and C |
| a. It is very similar to psychodynamic and humanistic theories of therapy | ||
| b. It lacks a coherent philosophical basis | ||
| c. Its focus on responsibility often denies the importance of culture and the environment | ||
| d. It does not contain stages |
| a. Anxiety can lead to alienation from the world and from oneself | ||
| b. Anxiety is a conditioned response which stems from years of learned associations | ||
| c. Anxiety draws individuals away from the immediate experience they can have when fully engaging in their own existence | ||
| d. A and C |
| a. The focus on anxiety | ||
| b. The focus on will | ||
| c. The focus on forces of which we are sometimes unaware | ||
| d. None of the above; these theories are mainly identical |
| a. Frankl, cognitive | ||
| b. Erikson, psychodynamic | ||
| c. Frankl, existential | ||
| d. Erikson, cognitive |
| a. Humanistic | ||
| b. Psychoanalytic | ||
| c. Existential | ||
| d. Behaviorist |
| a. Take a course in social/behavioral sciences, particularly anthropology | ||
| b. Immerse themselves in literature regarding different cultures | ||
| c. Live with people of a particular group as a visiting professional | ||
| d. It is impossible to learn about another's experience, so there is no suggested way to gain more empathy and knowledge |
| a. If the therapist is younger versus older | ||
| b. If the therapist has less experience versus more experience | ||
| c. If the therapist has a more versus less fully integrated self | ||
| d. None of the above |
| a. Bad | ||
| b. Good | ||
| c. Neither good nor bad |
| a. The therapist must always express his or her thoughts | ||
| b. Whatever is expressed in a therapeutic environment must be genuine and real, although not all things must be expressed | ||
| c. The therapist must share what's on his or her mind even if it is the expression of negative affect toward the client | ||
| d. A and C |
| a. Low levels of genuineness are impediments to client progress made in therapy | ||
| b. The higher the level of genuineness the better | ||
| c. Above a certain minimal level, very high levels of genuineness are not related to additional increases in client functioning | ||
| d. A and C |
| a. Humanistic, Cognitive | ||
| b. Behavioral, Humanistic | ||
| c. Psychoanalytic, Humanistic | ||
| d. Existential, Psychoanalytic |
| a. Empathy is taught to be the same as simplistic listening/reflective skills | ||
| b. Empathy is incorrectly defined as possessing a complete and total understanding of the other person's experience | ||
| c. Empathy is simplistic and not a nuanced and complicated skill/ability | ||
| d. A and C |
| a. Humanistic psychology tends to focus on human potential, while existential psychology focuses on realities of existence. | ||
| b. Humanistic psychology tends to focus on empathy, while existential psychology has no concern for the quality of the therapeutic relationship | ||
| c. Humanistic psychology holds a positive view of human nature, while existential psychology holds a negative one | ||
| d. Humanistic psychology is more concerned with the darker concepts of evil, while existential psychology is more concerned with the joys of being in the moment |
| a. Self-exploration and process movement | ||
| b. Insight and expression of previously unconscious material | ||
| c. A decrease in the amount of irrational thoughts | ||
| d. Less death anxiety |
| a. Sigmund Freud | ||
| b. Otto Rank | ||
| c. Carl Rogers | ||
| d. Albert Ellis |
| a. Nonpossessive warmth | ||
| b. Empathy | ||
| c. Genuineness | ||
| d. Total validation |
| a. An individual who is open to experience | ||
| b. An individual who exhibits an existential mode of living | ||
| c. An individual who does what "feels right" based on relevant data available, which results in adequate or satisfying behavior | ||
| d. An individual who is uninhibited in his or her expression of affect/thoughts |
| a. Whether or not a therapist can be "directive" and client-centered | ||
| b. Whether or not therapist genuineness is required to facilitate therapeutic change in clients | ||
| c. Whether a directive approach directly contradicts the notion of the actualizing tendency assumed to be present in all individuals | ||
| d. A and C |
| a. Empathy does not seem to factor into the success of therapy | ||
| b. Empathy is clearly related to positive outcomes | ||
| c. Empathy is only important in short-term therapy | ||
| d. There is mixed evidence with, more research needed, to determine whether empathy is clearly related to positive outcomes |
| a. Empathic understanding | ||
| b. Unconditional positive regard | ||
| c. Genuineness | ||
| d. None; they all do |
| a. Consultant, facilitator | ||
| b. Supervisor, coach | ||
| c. Coach, educator | ||
| d. Consultant, supervisor |
| a. The client likely had a traumatic experience with heights in his or her childhood . | ||
| b. The client inappropriately reacts to a low-threat object with a heightened fight-or-flight physiological response usually associated with intense threats. In other words, the client has a faulty brain "warning" system. | ||
| c. The client has an unfulfilled wish to be cared for and protected from the dangers of the world. | ||
| d. Through avoiding the feared stimulus (i.e., the bridge), the individual gains a sense of relief from the negative feelings (i.e., fear, nervousness) associated with the feared situation. The association between avoidance and relief is strengthened every time the individual avoids the feared stimulus. |
| a. Desensitization, role-play | ||
| b. Assertiveness, relaxation | ||
| c. Desensitization, relaxation | ||
| d. Relaxation, role-play |
| a. The absence of aggression | ||
| b. The balance between aggression and passivity | ||
| c. The absence of passivity | ||
| d. The relaxation process |
| a. The psychologist would allow you to talk freely and take on a nondirective approach | ||
| b. The psychologist would ask you a series of questions designed to assess the specific nature of your concerns (i.e., when does this occur, with whom does this occur, etc.) | ||
| c. The psychologist would immediately begin forming a treatment plan, as an individualized approach is not needed | ||
| d. The psychologist would attempt to uncover the childhood experience that might be associated with your particular issues |
| a. Participate in role-plays in order to help George practice how to communicate in a clear and direct manner | ||
| b. Practice assertive techniques in everyday life, as there is no alternative to real-life experience | ||
| c. Practice relaxation techniques, as he will need to progress through a hierarchy of least to most anxiety-provoking situations | ||
| d. Explore the potential underlying reasons for his difficulties with assertiveness, as this insight will help him to be more motivated to change his behaviors |
| a. The person gets something taken away in response to the behavior | ||
| b. The person gets something in response to behavior regardless of whether it encourages the continuation or extinction of that behavior | ||
| c. A positive outcome occurs (e.g., the extinction of a negative behavior or the continuation of a positive one) | ||
| d. The person gets something in response to behavior but only if it encourages the continuation of that behavior |
| a. Unconditioned stimulus, not an innate involuntary response | ||
| b. Conditioned response, a physical object | ||
| c. Conditioned stimulus, not an innate involuntary response | ||
| d. Unconditioned response, a physical object |
| a. Humanistic | ||
| b. Behavioral | ||
| c. Cognitive | ||
| d. Psychoanalytic |
| a. It ignores basic scientific principles | ||
| b. By ignoring internal processes, it presents an oversimplified explanation of human behavior | ||
| c. An individual's reinforcement history cannot account for all behaviors | ||
| d. A and C |
| a. Psychology is viewed as a natural science | ||
| b. Psychology is committed to methodological objectivism | ||
| c. Behavior is a direct result of the stimulus-response phenomenon | ||
| d. None of the above |
| a. Psychology is the science of behavior | ||
| b. Psychology is the science of habits and stimulus-response phenomena | ||
| c. Psychology is the science of the mind | ||
| d. Psychology is committed to objective and systematic scientific research |
| a. The parent's behavior of providing him the candy is negatively reinforced | ||
| b. The child's behavior of whining and crying when he doesn't initially get what he wants is negatively reinforced | ||
| c. The child's behavior of whining and crying when he doesn't initially get what he wants is positively reinforced | ||
| d. Both A and C |
| a. Positive punishment | ||
| b. Negative punishment | ||
| c. Positive reinforcement | ||
| d. Negative reinforcement |
| a. Animal behavior | ||
| b. Introspection | ||
| c. Cognitive illusions | ||
| d. Philosophy |
| a. Cultural oppression and subjugation cause maladaptive feelings/behaviors | ||
| b. Childhood experiences cause maladaptive feelings/behaviors | ||
| c. Environmental stressors and biological heredity cause feelings/behaviors | ||
| d. Events do not cause feelings/behaviors; rather it is our interpretation of events that do |
| a. Corrective statement, Humanistic | ||
| b. Disputation, Cognitive | ||
| c. Cognitive distortion, Cognitive | ||
| d. Disputation, Behavioral |
| a. Beck believed that unconditional positive regard was unnecessary | ||
| b. Rogers and Beck defined genuineness differently | ||
| c. Beck believed that the relationship was necessary but not sufficient for client change | ||
| d. They did not differ on any point in regard to the therapeutic relationship |
| a. Ellis's theory was less clear about what tools and techniques a therapist could use to help his or her client | ||
| b. Beck believed that a major tool for change involved challenging the way people speak about themselves, others, and the world | ||
| c. Beck did not focus on the quality of the therapeutic relationship | ||
| d. Ellis believed there were objective irrational and rational thoughts, while Beck believed that some thoughts were maladaptive in that they lead to undesirable responses |
| a. Action, behavior, consequences | ||
| b. Affect, behavior, cognitions | ||
| c. Activating event, belief, emotional/behavioral consequences | ||
| d. Affect, belief, emotional/behavioral consequences |
| a. The behavioral model | ||
| b. The cognitive model | ||
| c. The Freudian model | ||
| d. The humanistic model |
| a. A self-perpetuating cycle | ||
| b. Continual conditions of worth | ||
| c. Emotional dysregulation | ||
| d. Downward Arrow |
| a. Confront and ultimately change her core belief that life is awful if she is not special or unique | ||
| b. Provide unconditional positive regard for her by being empathic and genuine | ||
| c. Change her environmental contingencies in order to alter her maladaptive behaviors | ||
| d. Provide her with psychoeducation on maladaptive thoughts and work collaboratively with her toward her goals |
| a. It often focuses on identifying and changing irrational thoughts/cognitive distortions | ||
| b. It cannot be applied in family therapy, but research supports its use in individual and group therapy | ||
| c. There is often a focus on creating measureable and observable goals | ||
| d. Homework is often used to help learning continue outside of therapy |
| a. Empirical evidence suggests it has limited applicability to a handful of phobias and anxiety disorders | ||
| b. Empirical evidence suggests it is mainly ineffective in its most fundamental form | ||
| c. Empirical evidence suggests it is effective with every type of client in every type of situation | ||
| d. Empirical evidence suggests it is mainly effective across a wide range of psychological disorders and populations |
| a. There is less focus on the importance of the environment | ||
| b. The underlying theoretical roots assume that people of different cultures have varying degrees/types of irrational beliefs | ||
| c. The challenging nature of some techniques might be in conflict with certain cultural values | ||
| d. A and C |
| a. When clients provide important information regarding central and important issues at the end of treatment | ||
| b. When clients provide feedback on their perceptions of progress at the end of treatment | ||
| c. When clients comment passive-aggressively on therapeutic dynamics | ||
| d. When clients shut the door on possible progress through a singular comment |
| a. Aaron Beck | ||
| b. Carl Rogers | ||
| c. Albert Ellis | ||
| d. Fritz Perls |
| a. Behavioral, Humanistic | ||
| b. Cognitive, Behavioral | ||
| c. Humanistic, Behavioral | ||
| d. Cognitive, Humanistic |
| a. Strategic Family | ||
| b. Structural Family | ||
| c. Experiential Humanist Family | ||
| d. Narrative Family |
| a. Strategically manipulate the space and positioning (seating) within the room | ||
| b. Discuss sibling positioning and create a genogram | ||
| c. Have particular family members watch other family members behind a one-way mirror and point out the dysfunctional family patterns/roles which perpetuate problems | ||
| d. A and C |
| a. Milan's Model of Family Therapy | ||
| b. Haley's Model of Family Therapy | ||
| c. Mental Research Institute's (MRI) Family Therapy | ||
| d. Madanes's Model of Family Therapy |
| a. They focus on meaning making | ||
| b. They focus on death anxieties | ||
| c. They use bibliotherapy | ||
| d. They use drama therapy as a technique |
| a. Role play | ||
| b. Conduct an intake interview | ||
| c. Create a genogram | ||
| d. Engage in drama therapy |
| a. Feedback loops | ||
| b. Family taxonomies | ||
| c. Boundaries | ||
| d. Open systems |
| a. Sally is likely undifferentiated as a person. | ||
| b. Sally is the youngest, which means she is most susceptible to psychological symptoms | ||
| c. Sally's symptoms have arisen because the stress she experiences exceeds the family system's ability to bind or neutralize it. | ||
| d. A and C |
| a. Altruism | ||
| b. Small group dynamics | ||
| c. Aggression | ||
| d. Social loafing |
| a. Holon | ||
| b. Transactional Patterns | ||
| c. Cross-Generational | ||
| d. Rigid Triads |
| a. Adlerian | ||
| b. Interpersonal | ||
| c. Family Systems | ||
| d. A and C |
| a. A couple gets into an argument and as a result, one partner remains angry and resentful but is unable to express his or her feelings to the other partner | ||
| b. In a family in which there is alcoholism present, the non-drinking parent goes to the child and expresses dissatisfaction with the drinking parent | ||
| c. A couple decides to have a child | ||
| d. A couple gets divorced and splits the family into two units |
| a. Expanding self-discovery and self-responsibility | ||
| b. Building self-esteem | ||
| c. Creating rich narrative accounts of key values and hopes | ||
| d. Enhancing awareness and understanding of communication patterns |
| a. Bowen | ||
| b. Haley | ||
| c. Minuchin | ||
| d. Satir |
| a. Family | ||
| b. Group | ||
| c. Individual | ||
| d. A and C |