The American School Counselor Association continued to define the role of the school counselor and advocated for school counselors to become _______________ and assume a leadership role in education reform
A) ?more visible in the school community
B) agents of change ?
C) ?members of the local school board
D) ?active in their professional organizations
E) ?less involved with day-to-day school activities
B
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In regards to advocacy competencies, which of the following statements is FALSE?
A. Ethical practice requires counselors to assume an advocacy role that is focused on affecting public opinion, public policy, and legislation. B. Practitioners need to develop an awareness of their own beliefs and attitudes regarding social issues and marginalized populations, the scope of their knowledge, and their level of skill at intervening within the different domains of advocacy. C. Multicultural competence is essential in understanding the cultural relevance and appropriateness of advocacy interventions as counselors bring their own attitudes and beliefs to the sociopolitical history of their communities. D. Counselors who have a social justice advocacy perspective demonstrate minimal leadership abilities and do not understand the importance of speaking out.
Opponents of testing usually argue that tests _______________
A. encourage client dependency B. prejudice the counselor's picture of the client C. are invalid and unreliable in assessment D. all of the above
What location has the highest rates of patient violence?
a. Private practice offices b. Residential group homes c. Psychiatric hospitals d. Schools
Thomas and Sillen defined "deficit hypothesis" as
a. a way to examine the deficits in the dominant culture b. predetermined deficiencies that relegate a group member to an inferior status c. examining the deficiencies in oneself (i.e., prejudices) d. the inability to come up with a clear theory or hypothesis