Input: Explain the Social Cognitive Theory of career development.

Output: Using concepts from Bandura's social learning theory, the social cognitive theory is based on self-efficacy. Self-efficacy is a person's belief or knowledge about what he or she is able to do and is a critical factor in choosing a career. Another key factor is personal agency, which is the person's ability to actually accomplish a goal. Performance, education, social environment and physical condition can strengthen a person's self-efficacy. Career counseling would be aimed toward increasing the client's self-efficacy.

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 theories of Mark Savickas and H.B. Gelatt.

Output: Savickas's view of career counseling fits into the postmodern social constructivism approach. He sees the counselor as a catalyst who helps clients make sense of their lives and occupations. He uses a narrative method to guide a client in the building of a reality that fits with their social and cultural environment. Gelatt developed a five-step method for making decisions. (1) recognize that a decision is needed. (2) collect information and examine possible actions (3) examine the probability of possible outcomes (4) remember your value system (5) make a decision which can be either temporary or permanent. His later, whole-brained approach is called "Positive Uncertainty" and considers both rational and intuitive components. He also developed a 2x4 process that designates two attitudes and four factors. "The attitudes are (1) accept the past, present and future as uncertain, and (2) be positive about the uncertainty. The factors are (1) what you want, (2) what you know, (3) what you believe, and (4) what you do." (From Positive Uncertainty: A Paradoxical Philosophy of Counseling Whose Time Has Come by H.B. Gelatt in ERIC Educational Reports.)

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 career development theory of John Crites.

Output: Crites formulated his theory of career counseling after reviewing and writing the major approaches to the subject. His theory is a comprehensive synthesis of those approaches plus some of his own ideas. He dealt with issues of diagnosis, the counseling process, and outcomes. His work reflects the influence of trait-and-factor and developmental career counseling. He believes that the diagnosis determines the outcome of the counseling. He identified three types of diagnosis: differential, which determines what the problem is; dynamic, which identifies the reasons for the problem; and decisional, which establishes how the problem is dealt with. he developed, used, and recommended that other counselors use the Career Maturity Inventory.

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 constructivism and contextualism approaches to career development.

Output: Both constructivism and contextualism are postmodern approaches to career development. The main idea of constructivism is that each person builds his or her own reality. The counselor helps the clients to understand the meaning of their life stories and the life roles each plays,, as well as the relationship between those roles and their values and beliefs. Contextualism acknowledges a close relationship between a person's inner forces and that person's environment. Contextualism counselors believe each client's reality is drawn from his or her perception of an event and that each client has a personal way of organizing information. In counseling the clients are encouraged to draw meaning from a situation and to consider the situation in its entirety rather than giving attention to a detail of the situation. Clients are also encouraged to regard their behavior from a cognitive and social context viewpoint.

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 Sociological model of career development.

Output: The sociological model of career development can also be called a situational model. This approach posits that a person chooses a career because of sociological reasons. In order to choose an occupation, the person must have some knowledge about that occupation. A person's choice is also influenced by such factors as ethnicity and cultural background, which can lead a person to choose a certain type of work or keep him from doing so. Other factors that may influence career decisions include the availability of jobs locally, the requirement for relocation, risks involved in the work, necessary education or training and its availability, and the image of workers in a particular field.

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 self-efficacy theory.

Output: According the self-efficacy theory, what a person expects influences what she or he doesn't, how much effort is used, and she or he will persist if there are are difficulties. In career development, the expectations are choice, performance, and persistence. Nancy Betz and Gail Hackett, among other theorists, believe gender variation in career decisions can be accounted for by self-efficacy, since a person's environment is an important element of his or her self-efficacy.

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 Circumscription and Compromise theory of career development.

Output: Developed in the 1980s by Linda Gottfredson, the Circumscription and Compromise theory explains how vocational choice develops in children and teenagers. Vocational choices are narrowed (circumscribed) and inappropriate choices discarded (compromise) as the person develops and learns about career possibilities. Gottfredson described four stages of development. (1) Orientation to size and power is the period from age three to age five. (2) Orientation to sex roles is the years btw. six and eight when the child learns that many vocations are considered appropriate for one sex or the other. (3) Orientation to social valuation: occurs btw. the ages of nine and 13 during which time the child learns that society, including their peers and family, place values on particular occupations. (4) Orientation to internal unique self begins at about the age of fourteen as the child's interests and ambitions influence his or her vocational choice. A person's self-concept determines a range of acceptable 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: Explain the theory of Ginzberg, Ginsburg, Axelrad and Herma.

Output: As developmentalists, Ginzberg, Ginsburg, Axelrad, and Herma accepted the idea that occupational choice can be divided into three periods: (1) Fantasy - up to the age of 11, during which period the child may use any occupation in play. (2) Tentative - age 11-17, during which time the child examines careers in light of interests and values and his or her own capabilities. (3) Realistic - 17-adulthood, when the person makes a choice. The third period is subdivided into three stages: 1. Exploration: during which the person limits vocational choices to personal interests and abilities. 2. Crystallization: during which a definite choice is made. 3. Specification: during which the person is educated for his or her choice of vocation. This theory was based on a study of a small group of young men from the middle-class in the 1950s and rather ignored the fact that gender, race and social standing were important factors in occupation choice at that time.

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 Tiedeman and Miller-Tiedeman's decision-making model.

Output: Tiedeman & O'Hara saw career development as parallel to Erikson' psychosocial stages and believed that career decisions were made as ego related problems were solved. They believed that career decisions were related to other decisions one made about other areas of one's life and that each person can choose his or her career. They saw career decisions as a two-phase continuing process and identified the phases as anticipation/preoccupation, during which a person imagines himself working at a particular job and implementation/adjustment, when the person actually works at that job. Tiedeman and Miller-Tiedeman emphasized the key role an individual plays in making career decisions.

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 John Krumboltz's Learning Theory of Career Counseling (LTCC).

Output: Influenced by Bandura, Krumboltz identified four important factors in career related decision making. (1) Genetic endowments and special abilities that could limit a person's occupational choices. (2) Environmental conditions and events in a person's life such as education, activities, economic conditions and personal resources. (3) Instrumental and associative learning about careers including the reactions and reinforcement from others. (4) Task approach skills which include problem-solving ability, working and thinking patterns, and emotions. he saw learning as a life-long process and thought a person's beliefs could be changed through career counseling. He also believed that chance events could influence a person's career development. In working with clients he made use of the Career Beliefs Inventory.

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 Roe's career development theory.

Output: Anne Roe's theory of career development was a needs approach in which genetics, childhood experiences, and the relationship with parents were contributing factors to the choice of a career. She believed that the parenting style would determine whether or not a person would be people-orientated. She also subscribed to Maslow's theory that careers are chosen to meet needs; a people-orientated person chooses a career that involves working with people while a non-people-orientated person will chose a career with less involvement with others. Roe pioneered the use of a two-dimensional occupational classification using fields and levels. The eight occupational fields she identified are: service, business contact, organization or managerial, technology, outdoor, science, general cultural, and arts and entertainment. Technology, outdoor, and science are non0person orientated careers. She also identified six levels of occupational skill: high level professional and managerial or p&m1; regular level professional and managerial or p&m2; semi-professional and managerial or semi-professional and small business; skilled, semi-skilled; and unskilled.

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 cognitive information processing (CIP) career development theory.

Output: In 2001 the CIP career development theory was formulated by Sampson, Reardon, Peterson and Lenz. It is a method of dealing with career problems by using a series of sequential steps. (1) communication, which identifies the person's career needs. (2) analysis, identifies the components of the problem and sets up a conceptual framework. (3) synthesis, which defines possible actions (4) valuing, which prioritizes the possibilities according to their likelihood of success (5) execution, in which the person implements the solution Career counseling using this theory has the goal of identifying the needs of the client and helping him or her gain the skill and knowledge that will fulfill the needs.

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 decision approach to career development.

Output: The decision approach to vocational guidance is a broader perspective than the trait-based approach. Proponents of this approach think that vocational education should be an integral part of all students' entire education. H.B. Gelatt identified two types of decisions: terminal or final decisions and investigatory decisions. A person makes investigatory decisions with added information until he or she reaches a terminal decision. Gelatt devised a model that illustrates the decision-making process and shows information divided into predictive, value, and decision systems.

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 life roles defined by Donald Super.

Output: Super identified eight life roles that describe the ways people spend time and energy. The child is the time spent relating to parents and lasts throughout the life of the parents. The student is time spent in education, starts in early childhood and may last into older adulthood. Leisurite is Super's coined word for time spent in leisure activities. The citizen is time spent volunteering or in other work for the community. The worker is the time one spends working for pay. The parent is time spent caring for a child; lasts throughout the child's dependent years and in many cases well beyond. The spouse is the time spent in a committed relationship. The homemaker is the time spent in maintaining a home -- housework, yard work, repairs, shopping, etc.

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 John Holland's modal personality types.

Output: Using an actuarial approach Holland developed a theory that the choice of career is an outgrowth of personality that is influenced by the stereotypes people hold of different types of employment. He identified six modal personal orientations that he believed all people have in varying degrees. (1) The realistic personality type is active and aggressive, prefers explicit tasks, and may not relate very well to others. Career choices would be mechanical or technical work. (2) The investigative personality is intellectual, prefers creative activities, and may have poor social skills. Typical career choices would be in the sciences or the computer field. (3) Artistic personalities are imaginative and expressive, with a preference for activities that are not rigidly ordered or systematic. Typical career choices would be something in the arts or some other creative field. (4) Social personality types enjoy interaction with others and imparting information and have little interest in tools or mechanical devices. Teaching or counseling would be typical careers for them. (5) Enterprising people are extroverted leaders who are willing to take chances and have little use for abstract thinking. Politics and business are possible careers. (6) Conventional personality types are practical with a dislike for unorganized or ambiguous activities. Possible careers include office work and accounting.

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 Donald Super's vocational development stages and vocational development tasks.

Output: The stages are: (1) Growth: birth to 14 or 15 - self-concept, attitudes, interests, and needs develop, child develops a general understanding of the world of work (2) Exploratory: 15-24 - person explores choices through classes, work, and hobbies, makes tentative choice and develops related skills. (3) Establishment: 25-44 - builds skills and stabilizes in a work situation. (4) Maintenance: 45-64 - adjustments are made to improve job situation. (5) Decline: 65+ person prepares for retirement,, retires. The development tasks are: (1) Crystallization: 14-18 - develops and plans a possible occupational goal. (2) Specification: 18-21 - chooses a specific vocation. (3) Implementation: 21-24 - completes training and enters the job market. (4) Stabilization: 24-35 - works at a chosen career. (5) Consolidation: 35+ - establishes self in career. According to Super these tasks can be repeated as a person adapts to changes in himself or herself or the work environment changes. They are also somewhat outdated since they were based on middle class white males with college educations during the 1950s and 1960s.

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 Super's Archway Model, Life Career Rainbow, and Career Pattern Study.

Output: The Archway Model delineates the changing diversity of life roles a person experiences over his or her life span and illustrates how biographical, psychological, and socioeconomic elements influence the development of a career. The name for the model came from the fact that it was modeled on the doorway of his favorite Cambridge college. The Life Career Rainbow is a graphic illustration in which each colored band represents a life role and numbers around the outer edge indicate age. The amount of time a person typically spends in each role is indicated by dots of varying sizes within the bands. The Rainbow can be used to help a person find a balance of work and life that is suited to himself or herself. The Career Pattern Study followed the vocational behavior of a group from the ninth grade to thirty years of age. The study revealed that a person who was mature and an achiever while in high school would likely be a successful young adult.

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 the hexagon relates to John Holland's theory.

Output: Holland's hexagon is a graphic illustration of the correlation between his six personality types and six occupational environments or categories that he called themes. The themes are positioned on the hexagon so that those with the most similarity are closest together and those with the most differences farther apart. A person's scores on the Vocational Preference Inventory and the Self-Directed Search determine which work environment is the best fit for his or her personality. Holland believed that most people are not clearly of a single personality type, but will have characteristics from two or three types.

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 how Adlerian theory is applied in group work, including multicultural considerations.

Output: Adlerian theory has its base in the ideas that human behavior is purposeful and goal0oriented and that feelings of inferiority and a lack of social connectedness created emotional problems. In a group using Adlerian theory, the counselor guides the group members as they examine their early history, the roles of their families in their lives, their birth order, their lifestyles, and their belief systems. The group activities help the members to become aware of their strengths, improve their self-esteem, and accept responsibility for their behavior. This type of counseling may not be the best fit for clients from cultures that discourage sharing personal 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 term: risky shift phenomenon.

Output: Risky Shift Phenomenon: a person is likely to make a riskier decision as part of a group than he or she would alone.

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: T-group.

Output: T-group: a training group - can be for improving human relations such as a sensitivity training group.

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: Self-help.

Output: Self-help: can be a support group - a group of people who share a common problem such as weight control or drinking - leader may not be a professional counselor - members share knowledge and encourage 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: Define the following term: Sociometry.

Output: Sociometry: a method developed by Jacob Moreno for measuring social relationships in groups.

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: Karpman's drama triangle.

Output: Karpman's drama triangle: in transactional analysis a psychological and social model of interactions that shows the roles of victim, persecutor, and rescuer.

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: Horizontal intervention.

Output: Horizontal intervention: the counselor works with the group as a whole.

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: Vertical intervention.

Output: Vertical intervention: the counselor works with individuals within the group.

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: Group work grid.

Output: Group work grid: developed by R.K. Coyne - a model that shows four levels of intervention (individual, interpersonal, organization, and community population).

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 actuarial approach to career development.

Output: The actuarial or trait-based approach to vocational guidance was developed by Frank Parsons. This approach assumes people are rational and capable of making intelligent vocational decisions when they are aware of which careers are best suited to their interests and aptitudes. Psychometric testing is used to discover the traits that determine in which employment fields a person is likely to succeed. The Minnesota Occupational Rating Scales is one such test and was used by Edmund G. WIlliamson to expand Parson's model.

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 differences between group sessions that are structured versus unstructured.

Output: Some structure is required at the start of any group in order to take care of the necessary chores of getting the group organized, setting goals, etc. The leader of an unstructured group will take a laissez faire approach to the later sessions and there will be few rules and guidelines for how the sessions will progress. A structured group will have a leader who is either authoritarian or democratic. Group activities will be planned and techniques chosen to follow the particular type of counseling 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: Give a brief history of career development.

Output: Before 1900 there was little literature or other information available to young people about careers and vocational choices. Jessie B. Davis, a school guidance counselor in Detroit btw. 1898 and 1907 is credited with starting the first systematic school guidance program. In 1908 Frank Parsons, who is known as the "Father of Vocational Guidance," est. the Boston Vocational Bureau. In 1913 the National Vocational Guidance Association was formed. The progressive education movement during the 20s and 30s contributed to the growth of school counseling which included vocational guidance. Testing to determine the interests and aptitudes of students grew out of the tests used by the military during the 40s. Further growth in vocational guidance was encouraged by the space race of the 50s and 60s. In 1985 the National Vocational Guidance Association became part of the American Counseling Association as the National Career Development Association. In addition to Parsons and Davis, important people in the field include Eli Ginzberg, Sol Ginsburg, Sidney Axelrad, John Herma, Donald Super, John Holland, Linda Gottfredson, and John Krumboltz.

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 developmental approach to career development.

Output: The developmental approach is based on the theory that career development occurs through stages over a period of time. The approach is holistic and recognizes the interaction of the person with his or her environment. Vocation guidance in this mode helps to educate the student and increase skills and competence. Self-concept, need, and life-span changes are part of the process. So is the change or reversal of early career choices. A leading name in the field is Gottfredson, who devised a four-stage theory of development.

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 how person-centered theory can be applied to group work including multi-cultural considerations.

Output: The goals of a person-centered group are to help the members better understand themselves and to bring each one closer to self-actualization. The counselor for such a group will establish an atmosphere that encourages th members to be open and to express their opinions and emotions as they work toward changing their self-concepts. There will be few structured techniques, and the counselor will practice active listening and reflection. In such a group multicultural values will be respected, but some clients may prefer a more structured and less open approach.

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 application of transactional analysis theory to group work, including multicultural considerations.

Output: The counselor in a transactional analysis group serves as a teacher. The goal of the group is to change the life pattern of each member through increasing self-awareness and awareness of others, the understanding of past life scripts and the games in one's life, and freeing oneself from them. The counselor may use such techniques and role-playing, contracts, interrogation, and confrontation. Transactional analysis is appropriate for clients from many different cultures since its emphasis on the past can allow for cultural values.

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 rational emotive behavior counseling groups, including multicultural considerations.

Output: The counselor for a rational emotive behavior group must balance process and outcome orientated activities. Among the techniques he or she may use are role-playing, self-discipline exercises, homework, and modeling. The goals of a group involved in this type of cognitive therapy include changes n thought and behavior patterns that promote greater self-acceptance and eliminate self-defeating behaviors and illogical thinking. The counseling is based more on thought and action instead of on the expression of emotions. This type of group appeals to clients from cultures that place a high value on strong leaders as well as those that discourage the display of emotions.

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 application of Gestalt theory to group work, including multicultural considerations.

Output: Gestalt therapy is based on the idea that mature persons determine their own path in life and accept responsibility for their decisions and actions. Gestalt counseling groups have the goal of helping group members become more aware of their thoughts and emotions in present time so that they may translate that awareness into changes toward maturity. Techniques such as guided fantasy, role-0playing, and confrontation are used. In a multicultural group, techniques can be chosen and adapted to accommodate the different cultural backgrounds of the group 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: Discuss behavioral counseling groups, including multicultural considerations.

Output: The counselor for a behavioral group is a teacher and expert. The goal of the group is to modify problem behaviors and improve each member's coping skills. Techniques may include such activities as contracts, reinforcement, modeling and analysis of the learning process and the situations that produce the troublesome behaviors. Behavioral counseling may appeal to multicultural clients because the emphasis is not on expressing emotion, goals are specific, and the duration of the counseling short-term. One consideration for clients from some cultures is fitting the changed behaviors into their cultural context.

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 how Reality theory is applied to group work, including multicultural considerations.

Output: In a reality counseling group the counselor guides the members as they examine their behavior, develop plans for change, and carry out their plans. He or she must also tailor activities and goals so that the individual concerns of the members are considered. The aim of the therapy is for the group members to improve their life situation through gaining better control of and more responsibility for their behavior. Persons from cultures that do not like to reveal emotions may find this type of group a good fit.

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 leadership functions defined by Yalom.

Output: Among the functions necessary for leaders in group counseling is the creation of a caring environment that will encourage trust and self-disclosure among the group members. The leader must also manage the group, guiding the activities, setting the pace for the sessions, and stopping any inappropriate interactions. He or she must interpret what takes place by clarifying, reviewing and explaining. The leader must encourage the members to express emotions, values, opinions, and beliefs and to confront and challenge each other when such activity is appropraite.

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 Jacob Moreno's theories on group counseling.

Output: Moreno, who was associatied in the 20s with the "Theater of Spontaneity" in Vienna, became a leading figure in the use of psychodrama. He believed psychodrama could be used to help a troubled person reach insight and catharsis, as well as for reality testing. In using psychodrama the group leader serves as the director with members of the group taking the needed actor roles, including that of the protagonist, which other members serve as the audience. A portion of the meeting room may serve as the stage or the action may move to a different location.

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 multicultural issues that must be considered in the group counseling setting.

Output: Before starting work with a group that will include multicultural members, the counselor needs to educate himself/herself about those cultures. Attention to such factors as manners (greetings, whether or not it is polite to look directly at or touch a person, etc.), sharing personal information, and displaying emotion are especially important since different ethnic groups place different values on such factors. What is completely acceptable to a persoon from one background may be unforgivable insult to a person from another. A discussion of such differences along with information about the prupose, goals, and techniques of the group plus a question and answer session may need to be a large portion of the first group meeting. For the group to develop cohesion, it is essential that cultural differences be respected.

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: Provide details of Michael Waldo's theories on group counseling.

Output: According to Michael Waldo the problems or the group members should determine the type of leadership appropriate for that group. The problems should also determine whether the group is an inpatient or outpatient one and other such functions as time limits and the goals of the group. Other functions that should be determined by the type of client involved would include the level of emotional stimulation, how strictly the leader controls the content of the meeting and how he or she fits that content to the group 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: Give the purpose of family counseling.

Output: Family counseling is a type of group counseling. the group involved may be a single family or consist of members from several families. the goal of these groups is to identify problems in the family and resolve the problems by improving communications, changing behaviors and creating different interaction patterns. The counselor may work with parents and children together, or in group couples counseling, with just the adult couples. In group couples counseling, the group may deal with problems between the couple or problems the couple has with their 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: Discuss how psychoanalytic theory can be applied to group work, including multicultural considerations.

Output: Since psychoanalytic counseling involves dealing with today's problems by exposing and understanding the past, such a group will concentrate on family history, early relationships, and suppressed emotions. Such factors will be discussed, analyzed, and interpreted. Such open handling of personal information and the exposure of emotions may be unpleasant or even impossible for persons from cultures that put a high value on reticence and reserve. Persons from some cultures will want the counselor to be authoritarian and may not like the long-term commitment usually required by psychoanalysis.

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 positive aspects of working with a co-leader.

Output: Having more than one leader for a group gives the members a wider range of experiences and isnights, especially when the leaders are of different genders, races, cultural backgrounds, etc. Co-leaders facilitate interaction within the group, provide a safer environment, reduce burnout, and insure that the group can continue when one leader must be absent. For the co-leadership to be successful, the leaders must be cohesive, share theoretical orientations, trust each other's competence, and not indulge in behavior that might fragment the group. While all co-leaders benefit from the situation through regular exchanges of information and feedback and the shared responsibility, such an arrangement is especially helpful for new leaders when they are teamed with more experienced persons.

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 screening process of group counseling members.

Output: Prospective members for a counseling group are usually screened through an interview with the group leader. Typically the counselor will discuss the goals and purpose of the group, the rules, the appropriateness of the group for the prospect's needs, and confidentiality issues with the prospect. The counselor will try to assess the attitude, motivation, and characteristics of the prospective member, since successful groups need members who are of similar intellectual levels and who do not exhibit disruptive or dominating behavior. During the interview, the prospective member should have a chance to explore whether or not group counseling is appropriate for him or her.

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 stages of a group.

Output: Groups develop through stages as the participants get acquainted and learn to work together. Three or four main stages have been identified by leaders in the field. Formation or Trust/Orientation is the period when each member decides if he or she can fit into the group, if s/he can be comfortable with the leader and the other members, and to what extent s/he will participate. Work/Productivity or Transition is the stage during which the group members show caring and empathy for each other, give feedback, encourage each other, and confront each other when needed. Participants began to see how they can accomplish their goals and positive changes take place. Closure or Consolidation and termination is the period during which the group reviews what has been accomplished and if some goals were not met. The leader encourages members to continue to use the skills they have gained through the group.

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 four issues that must be considered when forming

Output: The first issue is membership - will the group be homogeneous with members who have a similar problem or heterogeneous with members who have separate problems and may have trouble relating to each other? Will the group be open and welcoming to new members if some original members leave or closed with a set group of members? The second issue is the size of the group. Optimum size for an adult group is eight, but children's groups should be smaller with only three to four members for the very young. Duration of the group is the third issue. For how long will the group meet? The fourth and final issue is the duration of the meetings, which can run ninety minutes to two hours for adult outpatients, but should be no more than twenty or thirty minutes for young 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: List the ethical considerations that apply to group counseling.

Output: Before the sessions begin the members should be fully informed of what to expect and what will be required of them. They should consent to participation unless their attendance is required for some reason. If a member is a juvenile, the informed consent would apply to a parent or guardian. The members should be informed if the sessions will be connected in any way to a research project. They should understand the rights they have -- freedom from undue pressure, voluntary participation, and freedom to leave the group. Information concerning the skills and competencies of the group's leader(s) and the resources available to the participants should be given to each member. The importance and limits of confidentiality, both as it applies to what the counselor learns about each member and what they learn about each other, should be carefully explained.

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 11 curative factors of group counseling identified by Irvin Yalom.

Output: The 11 curative factors are: 1. Instillation of hope: which encourages participants to continue with the group since it seems likely that needs will be met. 2. Universality: which lets the group members know that they are not alone with their problems. 3. Imparting of information: Participants share information and resources and give advice to each other. 4. altruism: raises self-esteem, helps the members feel needed and useful 5. Corrective emotional experience: increases understanding of how one interacts with others 6. development of socializing techniques: members develop coping and conflict resolution skills 7. imitative behavior: members learn by seeing how others solve problems 8. interpersonal behavior: the group can provide positive interpersonal relationships 9. group cohesiveness: the group provides a safe environment with feedback 10. catharsis: emotions can be purged 11. existential factors: participants learn that they must take personal responsibility for their own 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: Groups are defined in part by their goals. List types of groups and their primary goals.

Output: Guidance: basically educational and may be led by someone without formal psychological training. These groups are often used by schools and other youth organizations in an effort to prevent behaviors such as teen pregnancy or drinking. "Affective education group" or psychological education group" are other names for this type. Counseling: lead by a trained counselor, this type of group has the goals of preventing problems and helping participants to grow and develop. Psychotherapy: lead by a professional with advanced training, these groups address severe problems involving remediation and treatment. Psychoeducation: used by social services, mental health agencies, and universities, these groups provide education and skill building for growth and prevention, management, and remediation of problems. Structured: deals with a single problem such as anger management or drinking. Self-Helf: leader is not usually a professionally trained counselor; these groups help participants deal with such stress-inducing issues as weight control. T-group (training group) these groups are often used to help employees build and improve interpersonal 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: Discuss the roles of group members.

Output: Each member of group assumes a role. Some roles advance the work of the group, some promote social interaction, but others hinder the functioning of the group. Among the work-related roles are the information seeker, the opinion-seeker, the opinion-giver, the energizer, the initiator, and the elaborator. Social roles include the encourager, the compromiser, the standard setter, and the follower. Hindering roles include the aggressor, the blocker, the recognition seeker, the dominator, and the special interest pleader.

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 core skills needed by group counselors according to the Association for Specialists in Group Work.

Output: Counselors must be able to manage the group by opening and closing sessions, keeping the session on track, connecting common issues, insuring that each member works on his or her issue, confronting the behavior of members, and stopping unproductive behavior. They must encourage participation by all members, be supportive of the group members, and be attentive to and acknowledge the behavior of each member. They must have the ability to act as teacher and model, give and receive feedback, clarify and summarize statements, practice self-disclosure, ask questions including open-ended ones, provide empathy, observe and identify group process events, assist members in integrating and applying experience and learning, listen actively, and set goals. The counseling theories and group dynamics. Finally, they must adhere to the ethical and professional standards of group practice.

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 meaning of group dynamic and cohesion.

Output: The dynamics of the group is the way the participants interact with each other and with the counselor or leader. The goals of the group, the content of the discussion, the process of the session, and the development of trust among the group members all contribute to the dynamics. Cohesion is the development of a sense of belonging and inclusion among the members. This usually results from self-disclosure by the members along with the lowering of defenses and commitments to each other. The group develops cohesion more quickly when the members have some characteristics in common.

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 leadership styles.

Output: Three main styles of leadership have been identified. Autocratic or authoritarian leaders may accomplish goals quickly but may generate resentment because of their exercise of control and power. Democratic leadership is inclusive of all members of the group, allowing all to contribute, and helping to generate feelings of belongs. However this style is not the best for all situations. Leaders who practice laissez faire set few rules or structures and allow members to do as they wish. This style can be quite effective with groups committed to a common goal such as a workgroup.

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: universality.

Output: Universality: something that is true for all times and places, also the understanding that one is not alone in experiencing a particular problem or situation.

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: intellectualization.

Output: Intellectualization: using reasoning to protect oneself from emotional stress or conflict.

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: scapegoating.

Output: Scapegoating: blaming someone who may not be responsible for the action or event.

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: resistance.

Output: Resistance: behavior in a group that interferes with the work of the group.

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: norms.

Output: Norms: a group's standards of acceptable 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 term: gatekeeper.

Output: Gatekeeper: a person in a group who wants to be in charge and tries to manage the group - may not work on his or her own problems.

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: isolate role.

Output: Isolate role: the person in a group who receives little or no attention -- he or she may be afraid to participate or other in the group may actually ignore him or her.

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 terms: stress inoculation.

Output: Stress inoculation: an effective technique for dealing with stress developed by Donald Meichenbaum as part of his "Self-Instructional Therapy". It has three phases: 1. educational: in which the problem is identified and the client is given information about what to expect, 2. rehearsal, in which the client practices the stressful event or behavior while using relaxation techniques 3. implementation: in which the client uses the new skills to deal with the stressful situation.

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: Racket

Output: Racket: in Transactional Analysis a set of behaviors that originate from a childhood script

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: collecting trading stamps

Output: Collecting Trading Stamps: in Transactional Analysis, the saving up of enduring, non-genuine feelings, then "trading" them for a script milestone such as a drinking binge or an anger outburst.

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: Retroflection.

Output: Retroflection: doing to oneself what one would like to do to someone else.

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: Attending.

Output: Attending: the attention the counselor pays to the client during a session, includes listening to the client and both verbal and nonverbal interaction. In task-facilitative attending behavior the counselor's attention is on the client. In distractive attending behavior the counselor's attention is on her or her own concerns.

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: Empathy.

Output: Empathy: the ability to recognize, perceive, and understand the emotions of another.

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: Give the counseling techniques associated with the following style: Rational Emotive Behavior Therapy.

Output: Rational Emotive Behavior Therapy: sessions involve teaching and confrontation - techniques include homework assignments and bibliotherapy.

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: Give the counseling techniques associated with the following style: Transactional Analysis.

Output: Transaction Analysis: counselor acts as teacher - techniques include contracts for change, interrogation, confrontation, and illustration.

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: Give the counseling techniques associated with the following style: Behavioral (& Cognitive Behavioral) Therapy.

Output: Behavioral (& Cognitive Behavioral) Therapy: counselor is the expert, teaching and directing - techniques include positive and negative reinforcement, environment planning, desensitization, implosion, flooding, and stress inoculation.

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: Give the counseling techniques associated with the following style: Reality Therapy.

Output: Reality Therapy: after establishing a relationship with the client, the counselor acts as teacher and model - techniques promote responsibility, working in the present, and stress freedom without blame.

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 advantages and goals of group counseling.

Output: The goals of group counseling are for the clients to learn new behaviors in a social setting where they can experience peer confrontation and develop new skills in a non-threatening environment. The advantages of the group situation are the social setting and the dynamics of the group, the possibility for each client to experience a number of different roles, a perspective to clarify goals and values. The group situation also acts to dissipate counselor bias, allows the counselor to deal with more clients, and may reduce the per-client cost of the therapy.

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: Give the counseling techniques associated with the following style: Psychoanalysis.

Output: Psychoanalysis: exploration of the unconscious through such techniques as free association, and the analysis and interpretation of dreams.

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: Give the counseling techniques associated with the following style: Adlerian.

Output: Adlerian: the counselor exhibits empathy and support - techniques include modeling and education with homework and goal-setting assignments.

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: Give the counseling techniques associated with the following style: Person-centered.

Output: Person-centered: counselor exhibits acceptance and empathy - techniques include open-ended questions and active/passive listening.

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: Give the counseling techniques associated with the following style: Existential.

Output: Existential: emphasis is on free will and personal responsibility for choices - techniques include the use of literature, modeling, and sharing of experiences - anxiety is used as a motivator.

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: Give a brief history and definition of group counseling.

Output: Group counseling is a situation in which a counselor works with several people who are all concerned with the same or a related problem or behavior. Psychodrama, which can be considered a precursor to group therapy, dates back to at least the early 1600s. In the US group therapy started in the late 1800s and early 1900s in such organizations as Hull House as an effort to help immigrants adjust to life in their new country. In 1931 Jacob Mareno invented the term "group therapy" as a description for the role-playing in psychodrama. The growth of group therapy was encourage by the shortage of individual therapists following World War II. The first professional association for group therapists, The American Society for Group Psychotherapy and Psychodrama was formed in 1942 by Mareno, and in 1943 S.R. Slavson founded the American Group Psychotherapy Association. In December 2003 the Association for Specialists in Group Work was established as a division of the American Counseling Association.

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 classification of groups designed by Gerald Caplan.

Output: Caplan divided counseling groups into 3 types - primary or guidance, secondary or counseling, and tertiary or therapy. Primary groups address living a healthy lifestyle and the reduction of problems. Secondary groups deal with problems that are not severe. Tertiary groups deal with problems that are long-standing, pathological and may require a personality change or rehabilitation. Participants in tertiary groups may also be involved in individual 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: Define the term: EMG.

Output: EMG: (elctromyogram) - used in biofeedback training to measure muscle tension.

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: EEG.

Output: EEG (electroencephalogram) - used to measure brain waves.

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: Temperature trainer.

Output: Temperature trainer: a biofeedback-training thermometer - very expensive and extremely accurate.

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: EKG.

Output: EKG (electrocardiogram): an electrical recording that provides information about how the heart is beating.

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: Aversive conditioning.

Output: Aversive conditioning: the application of an unpleasant stimulus in an effort to reduce or eliminate an unwanted 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 term: Systematic desensitization.

Output: Systematic desensitization: a type of behavioral therapy to help overcome anxiety and phobias. The client is taught relaxation techniques, and then uses those techniques to react to and overcome situations in a hierarchy of fears.

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: EDMR.

Output: EDMR (Eye Movement Desensitization and Reprocessing): an information processing therapy that uses an eight phase approach to reduce the emotional stress of a distressing event or memory.

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: Umwelt, Mitwelt & Eigenwelt.

Output: Umwelt, Mitwelt, & Eigenwelt: in Existential philosophy the three components of the conscious experience of being alive - Umwelt is biological, Mitwelt is social, and Eigenwelt is psychological.

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: Parroting

Output: Parroting: the counselor repeats what the client has said.

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: Paraphrasing

Output: Paraphrasing: the counselor rephrases what the client has said.

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: Summarization.

Output: Summarization: the counselor sums up or reviews what has happened in a session or in the course of therapy.

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: Bibliotherapy.

Output: Bibliotherapy: the use of books or other written material as part of therapy.

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: Musterbations.

Output: Musterbation: absolutist thinking by the client - the use of "musts, shoulds, and oughts"

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: Awfulizations.

Output: Awfulizations: looking at a situation or anticipating an event with irrational beliefs about how awful or difficult it is.

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: For the following therapist, list the theory associated with them and their view of human nature: Glasser.

Output: Glasser: Reality Therapy: People have physical needs such as food and shelter plus the need to feel worthwhile and be successful.

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: For the following therapist, list the theory associated with them and their view of human nature: Adler.

Output: Adler: Individual Psychology: People are essential good. Birth order determines much of a person's 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: For the following therapist, list the theory associated with them and their view of human nature: Jung.

Output: Jung: Analytic Psychology: People strive for self-fulfillment.

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: For the following therapist, list the theory associated with them and their view of human nature: Skinner.

Output: Skinner: Behavioral/Cognitive Behavioral Modification: Humans are machines that cannot make free-will decisions. Behavior is learned from a person's environment and the reinforcement he receives from 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: For the following therapist, list the theory associated with them and their view of human nature: Frankl.

Output: Frankl: Existential: People are good and rational, and have the freedom to choose their 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: For the following therapist, list the theory associated with them and their view of human nature: Williamson.

Output: Williamson: Trait-factor: The potential for both good and bad is innate.

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: Behavioral rehearsal.

Output: Behavioral rehearsal: a role-playing strategy in which a client acts out a behavior he wants to change or acquire. Can be quite useful in assertiveness training.

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: Fixed role therapy.

Output: Fixed role therapy: a treatment method created by George Kelly in which the client is instructed to read a script at least three times a day, then act, speak and think like the script's character.

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: Sensate focus.

Output: Sensate focus: a series of exercises for a couple in which they take turns paying attention to their own senses.

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: Implosive therapy.

Output: Implosive therapy: a method for decreasing anxiety by exposing the client to an imaginary anxiety stimulus. The method is risky because overexposure can actually increase 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: Define the term: Flooding therapy.

Output: Flooding therapy: the exposure of the client to the actual anxiety stimulus in conjunction with response prevention. Care is necessary to insure that overexposure does not increase 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.