Input: Define the term: Likert scale.

Output: Likert Scale: A rating scale on which study participants agree or disagree with statements that measure attitudes or opinions.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: Scatterplot.

Output: Scatterplot: a graphic using horizontal and vertical lines to illustrate the relationship between two variables.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the various forms of hypothesis and how the significance level affects study results.

Output: A hypothesis is a statement or prediction of what will be shown by a study. It may be a hunch, an educated guess, or derived from a theory. A null hypothesis assumes no difference or no association between variables. A directional hypothesis predicts how the independent variable will affect the dependent variable. A non-directional hypothesis predicts an effect, but does not state how the dependent variable will be affected. The significance level indicates the probability of making a type I error in a hypothesis test. It is usually set as low as possible with a level of .05 or 5% being a commonly used level.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain chi-square.

Output: Chi-Square: is used to determine if there are significant differences in the distribution of two data sets. This test is used to determine whether the data fits a known type of distribution or whether different attributes or factors in a single data set are related or independent of each other. Another use for the test is to determine if two data sets or populations are homogeneous when compared to each other.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain bivariate tablular analysis.

Output: Bivariate tablular analysis: (or crossbreak) is a method of graphically illustrating the relationship or non-relationship of two variables by the use of an X/Y graph. Traditionally the independent variable is shown by the vertical axis and the dependent variable by the horizontal axis.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe qualitative research.

Output: Qualitative research is an in-depth investigation or the subject, which often is a group of people, but may be an individual. The group may be a family, a community, or even an ethnic or cultural minority. The motivation for the research usually involves learning the reasons why the subject practices certain behaviors. Research methods include observation, case studies, and participant observation. One type of qualitative research is ethnographic research, which is the foundation of anthropology. Interactive qualitative research includes case studies and ethnography. Non-interactive qualitative research includes a study and analysis of the literature about a particular subject.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain external validity and the factors that can threaten it.

Output: External validity is the accuracy with which the results of a study can be generalized to a larger population. Loss of external validity can come from such factors as too small a sample or from differing circumstances. For example, a study using only high school students cannot be generalized to all students. Nor can a study of factory workers be generalized to all employed people. Changing circumstances during the study can also affect external validity. Generalization can also be affected by the Hawthorne effect, the Rosenthal effect, and demand characteristics.The Hawthorne effect is caused by the study subjects knowing they are involved in a study or by the attention paid to the subjects. The Rosenthal effect, also called experimenter bias and the Pygmalion effect, happens when the study subjects change their behavior because of the attitudes, expectations, or behavior or the researcher. Demand characteristics are caused by information received by the subjects, including rumors they heard before the start of the study.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Sampling is selecting a part of a population in order to make a valid generalization about the total population. Describe the types of samples.

Output: 1) Random: sampling is choosing the subjects for a study entirely by chance. Such sampling reduces the likelihood of bias. 2) Stratified: sampling divides the population into subgroups according to some criteria - such as age, ethnicity, gender, or socioeconomic level, and then selects subjects from each subgroup. This increases the validity of generalizing the findings to the entire population. 3) Proportional stratified: sampling is the selection of the number of subjects from each subgroup that corresponds to the % of the population that fits into that subgroup. 4) Cluster: sampling divides the population into subdivisions or clusters, and then selects a random sample from the clusters. 5) Purposeful: sampling is the selection of subjects for in-depth study. Generalizations are not derived from these studies. Studies based on convenience or volunteer samples do not produce normal score distributions but may provide useful information.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe experimental and quasi-experimental quantitative research and give an example.

Output: The cause and effect relationship btw. variables can be discovered by experimental quantitative research. In such research there will be a control factor, a dependent variable, and an independent variable while random and confounding variables will be eliminated. The hypothesis is tested by the measurement of the changes in the independent variable as compared with the control. An example would be a foreign-language class in which half the students (the control) receive only the classroom lessons, and the other half watch a film with subtitles in the language they are learning. Quasi-experimental research is much like experimental but may not use a control. The results from quasi-experimental research may not be unequivocal.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain internal validity and the confounding variables that can occur.

Output: Internal validity is the extent to which the results of an experiment can be attributed to the variable under study b/c extraneous or confounding variables have been controlled. Confounding variables can include the selection of subjects, the testing instruments, the maturation and experiences of the subjects during the study, and the researchers themselves. Subject selection becomes a confounding variable unless the control and experimental groups are identical in age, gender, ethnicity, and socioeconomic background. Identical testing & recording instruments must be used with both groups and must remain reliable and consistent. If the study endures for more than a few weeks, then the maturation and/or experiences of the subjects become confounding variables. If group members drop out of the study or die during it, their loss will affect the outcome. The researcher becomes a confounding variable if he allows his biases to influence his reporting of the study and the results, or if such factors as health and fatigue affect it.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe this level of measurement: nominal.

Output: Nominal: measurements are categorical variables such as gender, race, marital status, and religion. In a study nominal measurements are used to describe the demographics of the subjects.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe this level of measurement: Ordinal.

Output: Ordinal: measurements are used to describe variables that can be arranged in some type of order or ranking. Opinion and attitude scales are examples.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe this level of measurement: Interval.

Output: Interval: level of measurement is used to describe variables with similar or equal distances btw. the ranks. Generations and crime rates are examples.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe this level of measurement: Ratio.

Output: Ratio: level of measurement applies to variables that have equal intervals and a zero reference point. This type of measurement is little used in the social sciences since attitudes are usually not measured at the zero level.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe the contribution of Frances Galton, J.P. Gilfrod, Alfred Binet, and M. Terman.

Output: Sr. Francis Galton is recognized as the leading pioneer in the study of individual differences He concluded that intelligence was primarily genetic and had a normal distribution, similar to height and weight. J.P. Gilford used factor analysis and isolated 120 factors that added up to intelligence. He also defined convergent and divergent thinking. Convergent thinking is when different thoughts and ideas are combined into a single concept. Divergent thinking is the ability to create a novel idea. Alfred Benet, along with Theodore Simon, is credited with creating the first intelligence test. The year was 1905 and the test consisted of 30 items of increasing difficulty administered to discriminate normal from retarded Parisian children. It was adapted for America by M. Terman of Stanford University and became the Stanford-Binet IQ test. The original Stanford-Binet produced the intelligence quotient or ratio IQ (mental age divided by chronological age times 100: MA/CA x 100). Today the IQ formula is SAS, standard age score, with a mean of 100 and a standard deviation of 16.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Identify the following individual: John Erti.

Output: John Erti: advanced the theory that the rate at which a person processes information is an indication of his or her level of intelligence - the faster the processing, the more intelligent the person. He also invented an intelligence-testing machine that uses an electrode helmet in conjunction with a computer and an EEG.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Identify the following individual: Raymond Cattell.

Output: Raymond Cattell: developed the theories of fluid and crystallized intelligence. Fluid intelligence is inborn, deals with abstract reasoning, is unrelated to experience and decreases with age. Crystallized intelligence develops from acquired knowledge and skills. He is also the creator of the 16 Personality Factor Questionnaire.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Identify the following individual: Arthur Jensen.

Output: Arthur Jensen: applied the theory that intelligence is genetic to adopted children, expecting them to have IQ scores closer to their biological parents than to their adoptive parents. he believed that 80% of intelligence is inherited and only 20% is environmental.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Identify the following individual: Robert Williams.

Output: Robert Williams: An African-American psychologist, created the Black Intelligence Test of Cultural Homogeneity (BITCH) as proof that African-Americans can excel on intelligence tests when the cultural bias is toward their own experience rather than toward White culture.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define research and the two types of research.

Output: Research is the collecting and analyzing of information about a particular subject. It may involve searching through written material, observation of a phenomenon or of people, or experiments. Research can be divided into deductive and inductive types. Deductive research sets out to prove or disprove a theory by collecting data and testing hypotheses. Inductive research works from known information to develop a theory by establishing relationships or patterns in the data.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain why WAIS-III is better for adults.

Output: David Wechsler wanted to created a test that did not rely solely on verbal skills. The Wechsler Adult Intelligence Scale, WAIS-III, WAIS-III, is one of the IQ tests developed by David Wechsler and administered on an individual basis. The WAIS-III provides a verbal IQ, performance IQ, and a full-scale IQ. There are a total of 7 verbal plus 7 performance scales. Wechsler also developed the WPPSI-R, Wechsler Preschool and Primary Scale of Intelligence, for children ages 3 years to 7 years/3 months. For children 6 years to 16 years/11 months, he developed the Wechsler Intelligence Scale for Children Revised, WISC-III.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe Public Law 93-380.

Output: Public Law 93-380, commonly known as the Buckley Amendment provides for the confidentiality of school and college related information. An educational institution may not release private information event to parents without the student's consent unless the student is under 18 years old or listed as a dependent on the parents' federal tax return. Students and parents of dependent students have the right to inspect the student's record and correct errors.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe non-experimental quantitative research giving examples of each type.

Output: Quantitative research is systematic and usually uses scientific methods. Non-experimental types are survey, descriptive, comparative, correlational, and Ex Post Facto. Surveys can be questionnaires or interviews and can be used to ascertain attitudes, beliefs, and opinions. Surveys sent out through the mail often have a poor respoonse rate, which may invalidate generalizations make from them. Descriptive or statistical research can be used to document such factors as frequencies, averages, etc., showing the who, what, when, where, and how of the data. An example is a ratings chart. Comparative research compares two or more groups without changing any of the experiences of the groups. A comparative survey would ask, "Which are more alike?" In correlational research the degree of relationship between variables is determined by the use of the correlation coefficient. Ex Post Facto, or causal-comparative, research discovers the relationships between pre-existing variables. The t-test and variance statistics may be used.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain predictive validity.

Output: Predictive validity, which can also be called empirical validity, is the capability of a testing instrument to predict future behavior, for example the ability of the Graduate Record Exam to predict a person's grade point average.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain concurrent validity.

Output: Concurrent validity is the immediate comparison of the test results with the results from other sources that measure the same factors in the same short time span.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain construct validity.

Output: Construct validity is the extent to which a testing instrument measures an abstract psychological trait such as anxiety.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: List the some of the major types of tests and inventories with examples.

Output: Intelligences exams: are used to measure a person's mental ability. Stanford-Binet Intelligence Scales, Wechsler Adult Intelligence Scale (WAAIS-III), and Kaufman Assessment Battery for Children are Examples of this. Achievement Tests: Measure learning and are often given in schools at particular grade levels or as "end of year" tests. They can also be used as diagnostic tools. Some examples are: The California Achievement Test and the General Education Development (GED). Aptitude Tests: which can also be called ability tests are used to measure a person's ability to master skills or acquire knowledge. Differential Aptitude Tests (DAT) and Career Ability Placement Survey (CAPS) are examples. Personality tests: are used to determine a person's personality traits and may be projective, inventories or specialized. Examples are: projective - Rorschach, and Thematic Apperception Test (TAT); inventory - Minnesota Multiphasic Personality Inventory (MMPI-2) and Myers-Briggs Type Indicator; specialized - Tennessee self-Concept Scale and Luria-Nebraska Neuropsychological Battery. Interest Inventories: are used to determine a person's likes and dislikes. Strong Interest Inventory, Career Assessment Inventory, and O*Net Interest Profiler are examples.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain ethical issues in testing.

Output: Confidentiality of tests results is of primary importance since some test results can label or stereotype the test takes, and in some instances, may be an invasion of privacy. Confidentiality is especially important if test records are placed on a computer. The counselor must maintain security measures, both physical and on the computer, to ensure that the records are not accessible to unauthorized persons. Another issue concerns the tests themselves since most were developed to test white, middle-class males and may not accurately test females, non-white males, or persons from minority cultures. The counselor should make every effort to see that the tests he or she uses are as unbiased as possible. Some issues of validity, interpretation, and confidentiality concern computer administered tests, which can include self-testing.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: List the circumstances when testing is useful and give examples of the purpose for administering tests to clients.

Output: Tests are used for many purposes in many different situations. In educational institutions they measure academic achievement, and in job placement, can help guide people to careers for which they are best suited. They can also be used to predict future performance and success in both education and work. Tests are also used to ensure the qualification of persons who apply for licenses of certification in a field of employment. Counselors use various tests to evaluate clients and to help the clients learn about themselves. Among the reasons a counselor may adminster a test to a client are: to determine if the client's needs are within the scope of the counselor's practice, to help the client understand himself, or herself, to help the counselor better understand the client, to determine which methods and techniques are most appropriate for a particular client, to aid the client in decision making, to identify interests, and to evaluate the counseling.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: List the steps in interpreting test scores with a client.

Output: 1. The counselor should be trained in test theory, and before administering the test, should study the technical manual for the test. 2. The counselor should understand the scores, profiles and implications of the test. 3. Using non-technical language, the counselor should explain the test to the client, including the reason for the test and what it measures. 4. When reviewing the scores with the client, the counselor should explain percentiles and other technical terms. 5. The results of the test should be presented to the client in an organized manner and in layman's terms. The interrelationship of the multiple tests should be explained if more than one was used. 6. The counselor should help the client to integrate the results of the test with other factors and encourage the client to express reactions with emotions. 7. The counselor should assure the client that test scores are tools to help with decision making and not infallible limits placed on him or her. 8. The interpretation session should not be rushed; time should be available for the client to ask questions and discus the results.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: regression to the mean.

Output: Regression to the mean: is a statistical concept where earning a very low score or a very high score on a pretest means the individual will probably score close to the mean on the posttest. The error is due to chance, personal and environment factors that will be different on the posttest.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: Rating Scale.

Output: Rating Scale: is a cart used to indicate the degree to which an attribute or characteristic exists.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: sociometry

Output: Sociometry: was coined by Joseph Levy Moreno and is a method of tracking the relationship of individuals within a group. A sociogram is a map or diagram showing the structure of the group or relationships of the members.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: psychometric

Output: Psychometric: refers to any form of mental testing.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: mean

Output: Mean: the average score from a group of tests.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: median

Output: Median: the middle score from a group of tests.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: mode

Output: Mode: the score that occurs most frequently in a set of scores.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: skew

Output: Skew: the amount a score deviates from the norm

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: range

Output: Range: the lowest score subtracted from the highest

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the term: standard deviation

Output: Standard Deviation: a measure of statistical dispersion - in testing, how widely spread the scores are from the mean.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: variance

Output: Variance: the square of the standard deviation.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: bell curve

Output: Bell curve: a graphic illustration of the normal distribution of a data set

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: correlation coeeficient

Output: Correlation Coefficient: a measurement of the linear relationship between two variables.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: relability

Output: Reliability: the consistency with which a test yields similar results, measured by the use of a correlation coefficient. Reliable does not equate to validity.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following terms: Intrusive measurement.

Output: Intrusive measurement: questionnaires, interviews, and other situations in which a person is aware s/he is being observed -that awareness can affect the results of the the observation. Measurement can also be called reactive.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Obtrusive measurement.

Output: Obtrusive measurement: (nonreactive), subject is unaware of observation or investigation, such as when records are reviewed or subject is observed through a one-way window.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the coefficient of determination.

Output: Coefficient of determination: the square of the correlation coefficient which shows the common variation between the two variables - in testing, the amount of common variance between repeated tests.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the standard error of measurement

Output: Standard error of measurement: (SEM) - a statistical range that will include a test taker's score - calculated by the multiplication of the test's standard deviation by the square root of 1, then the subtraction of the reliability coefficient.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define percentile.

Output: Percentile: on a scale of 100 the number that shows the percent of a data distribution equal to or below it.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define stanine.

Output: Stanine, or Standard Nine - a way of scaling test scores - nine divisions, five of them in the middle with a standard deviation of 2. The lowest scores comprise the first group and the highest scores the last.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define Z-Scores.

Output: Z-Score: A method for determining a standardized score - subtract the mean from an individual score then divide by the standard deviation.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define T-Score.

Output: T-Score: a score within a normal distribution with a mean of 50 and a standard deviation of 10.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define Standardized Score.

Output: Standardized Score: same as a Z score (subtract the mean from an individual score then divide by the standard deviation)

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe the following types of reliability: stability, equivalence, and internal consistency.

Output: Test reliability is a measurement of the consistency with which a test yields similar results in repeated uses. 1. Stability: also called test-retest reliability - giving the same test to the same group twice with no more than 2 weeks btw. so that the two sets of results can be correlated without intervening experiences affecting the outcome. 2. Equivalence: the correlation of the results of using different tests covering the same content with the same group of test takers. Time btw. the tests and the formats used can affect the outcome. 3. Internal consistency: measures the consistency of results from items in a test - do the responses from similar and opposing questions yield consistent information.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain what validity is and define face and content validity.

Output: The validity of a test is the degree to which it measure what it is designed to measure. The content of the test must accurately measure the skills or information learned. The validity of a test is specific to a situation, including why and to whom it is administered. A testing instrument that is valid for one situation or population may not be valid for another. A valid test must always be reliable. Face validity: is obvious validity, for example the questions on a math test will deal with math. Content validity: which can also be called rational or logical validity, is the reflection of the subject matter in the content of the test, for example a math test will contain material covered in the specific math course.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the following: underemployment.

Output: Underemployment: an employee whose education and/or experience exceed the requirements for the position.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the following: self-directed search.

Output: Self-Directed Search: When an individual conducts their own career/job search without the aid of a Career Counselor

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the following: Lifting Requirements Work Classifications

Output: Lifting Requirements Work Classifications: the level of lifting ability required for a particular occupation - sedentary work requires a ten pound max., light work requires a max. of twenty pounds, medium work requires a max. of fifty pounds, up to one hundred pounds is required for heavy work, and very heavy work is rated at one hundred pounds or more.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the following: Occupational Sex Segregation

Output: Occupational Sex Segregation: occupations commonly thought of as female jobs usually have less pay and lower status than occupations regarded as work for men.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain how women have changed the US workforce in recent years.

Output: In the past 10 years the number of women working full time has doubled and almost 50% of the labor forces is now female. On average women earn only about 75% of male wages. Minority women earn even less with Hispanic-American woman earning only 48% and African-American women earning 58%, while the earning level of Asian-American women is at 67%. Several social issues relating to children and family have developed from increased numbers of women in the workforce. Since many of them are of childbearing age, pregnancy problems and childbirth insurance are needed. Childbirth leave is a concern for many. Childcare is of great concern and many companies have added in-house daycare facilities.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Halo Effect.

Output: Halo Effect: a favorable evaluation of a personality based on the perception of a single trait.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Difficulty index.

Output: Difficulty Index: in testing the percentage of test takers who respond correctly to an item.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Dichotomous items.

Output: Dichotomous items: questions such as true/false that give the test taker opposing choices.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Normative item format

Output: Normative item format: unlinked items on a test.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Normative test

Output: Normative test: a person's test results can be compared to the scores of others - a percentile rank can be created.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Ipsative format.

Output: Ipsative formative: allows a person to compare two or more examples of his/her own performance - does not allow for comparison with others.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Power test

Output: Power test: untimed test - tests mastery level

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Speed tests

Output: Speed tests: timed tests, difficulty is more in how quickly questions can be answered than in the content

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Discuss the Self-Directed Search (SDS)

Output: Developed by John Holland the Self-Directed Search (SDS) is an assessment tool that lets a person match his or her interests and personality types to careers of the same type. The SDS is based on the theory that all people fall into one of six categories - Realistic, Investigative, Artistic, Social, Enterprising, and Conventional - and that occupations can be categorized the same way. People are more likely to experience job satisfaction and success when their career matches their type. The SDS determines the three-letter Holland Code that can then be used to explore careers that match a person's interests and skills.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Appraisal.

Output: Appraisal: a variety of assessment tools including tests and surveys used to evaluate traits and behaviors.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Measure

Output: Measure: a score assigned to a person's traits or behavior.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Test

Output: Test: a systematic method of measuring or evaluating.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Objective test items.

Output: Objective test items: based on a universal standard such as multiple choice - require little or no judgment in scoring

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Subjective test items

Output: Subjective test items: items such as essay questions - scoring of these items requires judgment and may reflect the scorer's bias.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Projective tests.

Output: Projective tests: unstructured tests that may reveal basic personality, concealed feelings, and internal conflicts.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Free choice test.

Output: Free choice test: short answer questions that elicit subject information

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Forced choice items.

Output: Forced choice items: items such as true/false questions for which the test taker must recall information.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Spiral test.

Output: Spiral Test: starts with easier questions and progresses to the harder test.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: cyclical test

Output: Cyclical test: test has multiple sections and the questions in each section progress in difficulty.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: test battery.

Output: Test Battery: a collection of tests given to the same group of people and scored against the same standard.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Horizontal test.

Output: Horizontal test: a test procedure that covers material from different subjects

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Vertical tests.

Output: Vertical Tests: tests on the same subject given at different levels or ages.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Q-Sort

Output: Q-Sort: a tool for measuring self-esteem by choosing statement-bearing cards that are "most like me" or "least like me"

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the DOT and O*Net

Output: The Dictionary of Occupational Titles (DOT), published by the US Department of Labor, contains descriptions of 12,000 types of occupations and more than 28,000 job titles. It details tasks and gives educational and skill requirements for each job. It is available in print form or as a download from the Information Technology Associates web page. The DOT and O*Net can be downloaded together or both are available on a CD-ROM. O*Net is the Occupational Information Network, a comprehensive database of occupational information and employee requirements. It features assessment and other occupation exploration tools. Eventually it will replace the DOT and become America's primary source of employment information.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain Career Education.

Output: Career Education: programs that add career education to the curricula from kindergarten through high school - intended to create career awareness in the elementary grades, explore careers in middle school and junior high school and prepare for a career in high school.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain retirement counseling.

Output: Retirement Counseling: helps people prepare for retirement by providing information on expectations including financial; home, social, and family life; medical and health issues; and legal matters.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain Displaced homemaker.

Output: Displaced homemaker: a woman reentering the workforce or entering it for the first time after raising a family as a stay-at-home parent - often applied to a divorced or widowed woman who must support herself and may or may not have dependent children.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain dislocated worker.

Output: Dislocated worker: a person unemployed because of job elimination, downsizing, company relocation, or company closing.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Family & Medical Leave Act.

Output: Family and Medical Leave Act (FMLA): requires companies that employ fifty or more persons to provide up to 12 weeks of leaves without pay during any 12 months for childbirth or because of illness of a member of the employee's immediate family.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Glass ceiling.

Output: Glass ceiling: by unwritten agreement among the decision makers the highest level in an organization that a person (a woman or a minority) is allowed to reach.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Leisure.

Output: Leisure: time away from work during which a person can decide what to do - also refers to pleasure activities.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the Occupational Outlook Handbook (OOH)

Output: Occupational Outlook Handout (OOH): a compilation of data concerning employment trends and outlooks, salaries, required training and education etc., published every other year by the US Department of Labor.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the Guide for Occupational Exploration (GOE)

Output: Guide for Occupational Exploration (GOE): a compilation of data concerning occupations, skills and abilities, work environments, salaries, etc., divided into areas of interest.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the 1994 School-to-Work Opportunities Act.

Output: 1994 School-to-Work Opportunities Act: federally funded program to provide money for work based learning, school based learning and connecting activities that encourage collaboration between educational institutions and employers.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the "hidden job market"

Output: Hidden Job Market: employment opportunities that are not advertised and new employees are recruited by networking -- approximately 80% of jobs.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe the issues faced when counseling dual-career/dual-earner couples.

Output: In an increasing # of families both partners are wage earners or are pursuing careers. Among the conflicts that can arise are the inequity of wages when one earns more (especially if it is much more) than the other, sex-role stereotypes and expectations, inequity of home maintenance and child care responsibilities, and questions of how money is handled and spent. Career advancement can cause conflict if one advances faster than the other or advancement for one partner requires relocation.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define outsourcing.

Output: Outsourcing is the shifting of activities to an agency outside a company or organization or the moving of operations to a non-US location. Some companies use independent contractors for certain types of jobs rather than using employees since contractors do not receive benefits and taxes and social security do not have to be deducted. In recent years many companies have closed factories and other operations in the United States and moved all or part of their production, technical support, and information services to countries where wages are lower and benefits less or nonexistent.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Discuss considerations needed when providing counseling services to adults who have sexual orientation issues.

Output: Since many gay, lesbian, bisexual, and transgendered (LGBT) persons conceal the fact that they are members of a sexual minority, it is very likely that most counselors work with them without ever realizing they do so. When the counselor is aware that the client has a LBGT sexual orientation, then such issues as self-concept as it relates to sexual identification, whether or not the client is "out" and to what extent, whether or not s/he prefers to be out at work, and how s/he handles discrimination must be dealt with. While many major companies are known to be gay/trans friendly, small local businesses may be very discriminatory. In order to work successfully with LGBT persons, the counselor must be accepting or at least able to keep his/her personal prejudices from affecting how s/he works with the client.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe the World-of-Work Map.

Output: The World-of-Work Map is a graphic illustration of how occupations are related via primary tasks. The primary tasks are working with data, ideas, people or things. The map was developed by ACT. It is a circle divided into six segments, each represents a cluster of occupations that correspond to John Holland's six occupational types. The types are Administration & Sales, Business Operations, Technical, Science & Technology, Arts, and Social Service. Each cluster is divided into two regions and has from three to seven career areas. Two versions exist; one for counselors to use and the other for students.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the use of computer-assisted career guidance systems.

Output: Modern technology has added a tool to the resources available to the career counselor in the form of computer-assisted career guidance systems. The System of Interactive Guidance and Information (SIGI Plus), produced by Valpar International, and Discover, produced by American College Testing, have the ability to determine interests, skills and values. They also offer some guidance through activities and provide extensive information. Choices, produced by Bridges Transitions Inc., Focus II, a production of Career Dimensions, and Coordinated Occupational Information Network (COIN), produced by Coin Educational Products, offer information about careers and educational institutions, but have more limited assessment capability. Software is available to assist people in writing resumes, developing interview skills, and job searching. Career Information Delivery Systems (CIDS), offered through many state employment offices, includes assessment, employment searching, and information about occupations and education.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following term: Lifestyle.

Output: Lifestyle: the overall pattern of a person's life including such factors as career, home life, romantic partner, interests, hobbies, and recreation.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following term: Expressed interest.

Output: Expressed interest: an interest that a person openly says s/he has

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following term: Manifested interest.

Output: Manifested interest: an interest that is revealed by what a person does.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following term: Tested interest.

Output: Tested interest: determination of a person's interests through testing.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following term: Outplacement counseling.

Output: Outplacement counseling: career counseling for employees whose jobs are ending - may include job placement services.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: List the area of assessment and give examples of the testing and assessment tools used in career counseling.

Output: Assessment and testing tools can be divided into five types: aptitude, achievement, interest, personality, and values. O*Net Resource Center has developed a set of exploration/assessment tools called profilers which includes Interest Profiler and Ability Profiler (aptitude). They have also produced the Work Importance Profiler, which is a values measure. Other aptitude tests include ASVAB (Armed Services Vocational Aptitude Battery), and the General Aptitude Test Battery (GATB). Achievement measurement instruments include the SAT (Scholastic Assessment Tests), ACT (American College Test), GRE (Graduate Record Exam) and the Iowa Tests of Basic Skills (ITBS). Some of the interest tests available are Career Assessment Inventory (CAI), Campbell Interest and Skills Survey, Kuder Career Search with Person Match, and the Self Directed Search (SDS). Myers-Briggs Type Indicator is a personality assessment tool. Values assessment tools include Super's Work Values Inventory-Revised and the Minnesota Importance Questionnaire.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Discuss the Internet resources available for career development.

Output: The Internet has much to offer job seekers and career counselors. Counselors must be familiar with this tool, competent in its use and willing to use it, and familiar with major sites that can be useful to himself and the clients. Information available on the Internet includes educational resources, financial aid information, government and military information, information about particular businesses and corporations, job listings, job search sites, and help with resumes, interview skills, etc. Some corporations accept applications via the Internet and some accept them only that way. Internet job postings are superceding the "Want Ad" newspaper listings. Among the sites with which counselors should be familiar are US Department of Education, the Bureau of Labor Statistics, Military Career Guide, America's Job Bank, Monster.com, CareerBuilder, America's Career InfoNet, and Imdiversity, which offers information for minorities and women.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Explain the limitations of career theories.

Output: Although career theories are still evolve and new ones are being developed, many of the classic theories grew out of studies done in the 1950s and 1960s. The subjects of the studies were usually young, middle-class white males, either college-bound, in college, or with college educations. Little work was done with females, with persons of color, or with people from the lower socioeconomic levels, although some attempts were made to apply the theories to these groups. The growing employment of women and socioeconomic gains by the non-white segments of the workforce has created a need for new theories. The occupations are changing also as the predominance of manufacturing is giving way to a more technical and highly skilled range of career choices.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Describe the career counseling process.

Output: First the counselor establishes a rapport with the client, giving the client pertinent information about himself/herself and learning basic facts about the client. Assessment comes next and may recur throughout the counseling. Both standard instruments and informal means may be used to ascertain the client's needs, goals, aptitudes, etc. The counselor gives information to the client concerning career opportunities and resources. He may direct the client to resources the client can use to find information for himself. The client makes a decision once he has resolved the problem and has the information he needs. The client implements his decision.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Discuss considerations needed when providing counseling services to adults in career transition and multicultural individuals.

Output: Both mature adults and persons from minority cultures will need attention to details that do not apply to young people from the majority. For adults who have lost their jobs or want to change careers such factors as obsolete skills and knowledge, physical and family limitations, life-style expectations and changes, and approaching retirement must be identified and addressed. In dealing with minorities, the counselor will need to learn about their cultural values and address issues arising from the culture, including discrimination and prejudice, stereotypes, and the relationship of career to family and community. Both groups may be unacquainted with current technology and may need assistance with resume writing, interview skills and how to locate employment opportunities.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: Undecided vs. indecisive.

Output: Undecided vs. indecisive: the condition of a person who needs additional information in order to make a decision. Indecisive - is descriptive of a person who has trouble reaching a decision even with full information.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: compensatory vs. spillover theories of leisure.

Output: Compensatory leisure theory: a person's occupation is the most important component of his or her life and leisure is compensation for either job boredom or job excitement. Spillover leisure theory - a person's occupation has an effect on his or her personality and leisure activities will be similar to occupational ones.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Define the following: career guidance vs. career counseling.

Output: career guidance: helps a person develop skills for making decisions and to acquire information about opportunities in occupations and education. career counseling: works within the contest of a person's values and attitudes to help him or her acquire self-understanding as well as information about careers.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: List the competencies expected of professional career counselors.

Output: Professional counselors should possess the following competencies: (1) Extensive knowledge of counseling theories, techniques, and models, especially those specific to career counseling. (2) Skill in working with both individuals & groups. (3) The ability to use assessment techniques for both individuals & groups. (4) Knowledge of resources and trends, especially those relevant to the locality. (5) Management and leadership skills. (6) Ability to coach. (7) Respect for & ability to work with persons from various ethnic, religious, sexual, & socioeconomic backgrounds. (8) Supervisory skills. (9) An understanding of ethics & legal issues & the ability to abide by them. (10) Research & evaluation skills. (11) An understanding of & ability to use current technology.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.


Input: Discuss considerations needed when providing counseling services to adults who have disabilities.

Output: Not all disabilities are visible or limit a person's ability to perform a job. During the intake interview and assessment the counselor should determine if the client has a disability and to what extent the disability will limit the choice of career. The client's self-concept, how well s/he has adjusted to the disability, social skills, how s/he copes with daily life, and any past employment must be assessed and considered in the counseling. The counselor should be knowledgeable about the American's With Disabilities Act and state and local laws and aid including rehabilitation opportunities and assistance. It is helpful if the counselor is aware of local businesses that are especially accepting of persons with disabilities as well as those that are likely to be less welcoming.

Section D: Relationships with other Professionals, stresses that counselors must respect different approaches to treatment and develop good working relationships and communications with colleagues so that services to the clients are enhanced. This section also addresses working with an interdisciplinary team, informing employers if inappropriate practices are observed, the selection and treatment of employees, and the provision and use of consultation services.