In forming groups, school counselors consider
a. extending termination to address issues that weren’t discussed
b. goals that are often considered outside of the scope of the school
c. the association between personal and academic concerns
d. indepth therapy for students who have deep-seated issues
c. the association between personal and academic concerns
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Answer the following statement(s) true (T) or false (F)
1. Process specialists understand that interpersonal issues are an actionable area which can be addressed at any time. 2. The three core elements of the Working Alliance, individually and in combination, are conducive to consultation endeavors? 3. The primary role of an advocate would be to assume the expert role. 4. A consultant using the process specialist role is likely to assume a less directive role than a factor finder or expert role. 5. Positive Working Relationships have been linked with weaker consulting outcomes:
In behavioral therapy, differential reinforcement is a type of contingency management in which
ceding contingencies. b. the desired behavior doesn’t occur naturally, so behaviors that are close to the desired behavior are rewarded. c. rewards are given when a client is not performing an undesirable behavior. d. symbols are substituted for reinforcers. The symbols, such as poker chips are eventually exchanged for positive reinforcers. e. the client receives different reinforcements for each instance of desired behavior.
Ethical counseling concerns all of the following EXCEPT:
a. adaptation of the counseling approach to respect client diversity. b. open discussion about how confidential information will be handled when working with couples and families. c. counselor awareness that personal concerns may be affecting the ability to work with a client. d. understanding the right of parents to any and all information pertaining to their children.
The key concept of reinforcement theory is _____________________, which means that a reinforcement must occur after a certain, identifiable response, not just any response
a. generalization b. contingency c. punishment d. extinction e. conditioning