Input: A term used to indicate the % of time inventory levels will be high enough to meet demand during the reorder period. [Cycle stock]

Output: Service level

Operations Management Test 3 Flashcards - Cram.com


Input: An inventory system used to manage independent demand inventory. The inventory level for an item is checked at regular intervals and restocked to some predetermined level. (Restocking Level) [Cycle stock]

Output: Periodic review system

Operations Management Test 3 Flashcards - Cram.com


Input: An inventory system used to manage independent demand inventory. The inventory level for an item is constantly monitored, and when the reorder point is reached, an order is released. [Cycle stock]

Output: Continuous review system

Operations Management Test 3 Flashcards - Cram.com


Input: the order quantity that min. annual holding and ordering costs for an item. [Cycle stock]

Output: Economic order quantity

Operations Management Test 3 Flashcards - Cram.com


Input: Invested funds, Storage space, Insurance [Cycle stock]

Output: What are some costs that increase as order size goes up?

Operations Management Test 3 Flashcards - Cram.com


Input: Ordering, stock-out, Transportation, Potential for quantity discounts [Cycle stock]

Output: What are some costs that decrease as order size goes down?

Operations Management Test 3 Flashcards - Cram.com


Input: A system used when demand occurs in only a single point in time. [Cycle stock]

Output: Single-period inventory system

Operations Management Test 3 Flashcards - Cram.com


Input: For a single-period inventory system, the service level at which the expected cost of a shortage equals the expected cost of having excess units. [Cycle stock]

Output: Target Service level

Operations Management Test 3 Flashcards - Cram.com


Input: When both lead time and demand are constant. [Cycle stock]

Output: When do you know the exact reorder point?

Operations Management Test 3 Flashcards - Cram.com


Input: The lower the risk of stocking out; The higher the average inventory level. [Cycle stock]

Output: The higher the Z is:

Operations Management Test 3 Flashcards - Cram.com


Input: 1) Determine a target service level that strikes the best balance b/t shortage cost and excess cost. 2) Use the target service level to determine the target Stocking Point (TS) for the item. [Cycle stock]

Output: How do you develop a single inventory system?

Operations Management Test 3 Flashcards - Cram.com


Input: [Listening involves ...] Reflecting involves ...

Output: Communicating empathy. Neither adding to nor subtracting from client's messages. Communicating back to the clients the main meaning of their messages. Reflecting client's feelings - client's emotions as directly expressed in words or implied through nonverbal aspects. Including checkouts to see whether the counselor's reflection is accurate.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Interpreting involves ...

Output: Offering clients new and facilitative ways to understand their experiences. Basing interpretation on counselors' perceptions of the client's experiences. Clearly communicating that this is the counselor's ideas, not a reflection of the client's experiences.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Confronting involves ...

Output: Verbally holding apparently discrepant or incongruent aspects of clients' messages and behaviors "in front of" clients for them to see. Helping clients clarify, resolve, or accept the discrepancy.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Questioning involves ...

Output: Asking for clarification of meaning. Asking for information known only to the client. Asking to understand the client's experience better.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Empathy is ...

Output: The process of understanding a person's subjective experience by vicariously sharing that experience while maintaining an observant stance. It is a balanced curiosity leading to a deeper understanding of another human being.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How does empathy differ from interpretation?

Output: Empathy is the ability to take oneself out of oneself and put yourself into another person's world. Interpretation is a mental representation of meaning or significance of something.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Describe an example of a well-intended but non-useful counselor response.

Output: Non-useful responses detract or distract from client's experience, remaining superficial and limiting or discouraging exploration, understanding, and feelings about their experience. i.e. "you don't really mean that" minimizing client's feelings

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Small group counseling: - natural interpersonal context for children and adolescents - creates safe context within which students can practice interpersonal skills and get feedback - allow students to hear from others with similar experiences

Output: Allow many more students to be served by the counselor than 1-1 activities. Many different types of groups. - educational - task - discussion - experiential - support - self-help - counseling or self-help

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Group Process Whose role is it to encourage group development of expression, exploration, and self-disclosure, to discourage dynamics that hinder expression and openness and to model healthy, appropriate interpersonal communication?

Output: the facilitator

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some of the stages of group development?

Output: Tuckman's 4 stages are: 1) Forming: The group comes together and gets to initially know one another and form as a group. 2) Storming: A chaotic vying for leadership 3) Norming: Eventually agreement is reached on how the group will operate. 4) Performing: The group becomes effective. added later: 5) Adjourning

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How is a support group different than a therapy group?

Output: A support group isn't led necessarily by a counselor. It is an organized network of people with something in common who give and receive help, advice, friendship and emotional support. A therapy group is a form of psychotherapy where there are multiple patients led by 1 or more therapists.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How would the counselor's behavior be different in facilitating an experiential group as compared to an educational group?

Output: An ed. gropu has a prescribed course for lessons and process as a goal an experiential group, while centered perhaps on a topic, such as grief, does not have an objective or lesson, but is solely process orientated.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What does an interpersonal group focus on?

Output: inter-relationship and communication btw. group members. Here and now experiencing of all members. On going process among them in the development of their mutual relationships.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What does an intrapersonal group focus on?

Output: focuses more on the needs and concerns of individual members and engages the group on interactions that focus on those needs as well.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Group characteristics that promote success are ...

Output: cohesiveness caring level of trust among members freedom to experiment commitment to change Yalom's curative factors of groups (1995)

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Didactic in terms of group process is defined as _____

Output: A didactic group consists of reading assignments, lectures, and group discussions.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Experiential in terms of group process is ...

Output: Experiential is related to personal experience and an individual's reality within the group process.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] A process group is ...

Output: one that has a trained counselor or facilitator who can lead the group in accomplishing personal growth

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] A content group is ...

Output: Psychoeducational driven. A content group is driven by content material - didactic in nature.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Yalom's curative factors of groups are ...

Output: 11 Curative Factors: 1. Instillation of Hope 2. Universality 3. Imparting of Information 4. Altruism (unselfish giving) 5. Corrective recapitulation of the primary family group 6. Development of socializing techniques 7. Imitative behavior 8. Interpersonal learning 9. Group cohesiveness 10. Catharsis 11. Existential Factors

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Negative group forces are ... Positive group forces are ...

Output: Negative group forces are ones that limit behaviors and produce anxiety, whereas positive group forces encourage behaviors that manage anxiety.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] An open group is ... A closed group is ...

Output: Open group allows for new members to enroll throughout the running time of the group, closed does not

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] A structured group is ... An unstructured group is ...

Output: Structured groups feature a sequence of lessons or activities whereas unstructured groups have no agenda, lessons, or activities planned - unstructured groups tend to be open.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What type of leadership style would be appropriate with elementary students? Adolescent students?

Output: A blend of styles would be most appropriate ... The styles are: 1. laissez faire: leader is more of a member 2. authoritarian: expert leader promotes his/her own agenda (teacher role) 3. democratic: the leader collaborates w/ members 4. interactive: experiential learning

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is the primary role of a school counselor?

Output: To design and implement a comprehensive program of services with specific goals and objectives that complement the broader mission of the entire school.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What teaching style or learning activity is most effective for helping students understand and appreciate differences. Why?

Output: An experiential (interactive) style tends to be an effective approach - although others are also effective.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some key messages a counselor should communicate about personal safety? About interpersonal relationships?

Output: Personal Boundaries Internet Safety Personal Rights/Safety ????? (Guessed on this one ...)

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the 4 forces of human behaviors regarding counseling?

Output: Psychodynamic Behavioral Humanistic Multicultural

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the 3 domains in Multicultural counseling competencies?

Output: 1. Counselor awareness of own assumptions, values, and biases. 2. Understanding the worldview of the culturally different client. 3. Developing appropriate intervention strategies and techniques.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] There are "10 Diversity dimensions" (According to Praxis ;)) ... Name them

Output: 1. Race 2. Ethnicity 3. Culture 4. Language 5. Gender 6. Age 7. Sexual Orientation 8. Religion 9. Giftedness 10. Disabilities

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Racial identity is defined as ...

Output: Racial identity can be defined as a process or series of stages through which a person passes as the person's attitudes toward his/her own racial/ethnic group are shaped

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Gender stereotyping in education involves ... Gender stereotyping in career development involves ...

Output: Gender stereotyping in education involves helping students explore where they have developed their ideas of what it means to be a boy or girl. Then discussing what those ideas mean and the impact they have on us and the community. In Career Development - how have these ideas shaped our reality? How has reality shaped our ideas?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Racism is defined as .... Oppression is defined as ...

Output: Racism: the inherent belief in the superiority of one race over all others & thereby the right to dominance. Oppression: an unjust & systemic excessive exercise of power against an unidentified group of people, such as disable people where laws, attitudes towards & treatment (including portrayal) of this group all reinforce this discriminatory situation.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Ethnocentrism is defined as ...

Output: the tendency of most people to use their own way of life as a standard for judging; now also indicates the belief, on the part of most individuals that their race, culture, society, etc. are superior to all others.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How can a counselor become more aware of his or her own values and biases?

Output: self-reflection personal growth work personal counseling sessions supervision & consultation

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] I.D.E.A stands for ...

Output: Individuals with Disabilities Education Act

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is the meaning of the term exceptionality, as used by educators?

Output: The term refers to those who are gifted and have a disability or are gifted and have ADHD. Children with dual exceptionalities are difficult to identify b/c their strengths from their giftedness hide their weaknesses from their disability.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the mandatory elements of an IEP?

Output: Referral Assessment Modifications Accommodations

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is the typical role of a counselor in creating the IEP and implementing it for a student with disabilities?

Output: being present in the IEP meeting working with team regarding accommodations being present in CARE team/SST meetings communication w/ student and parent if necessary

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What does the term "least restrictive environment" mean?

Output: requires schools to educate students with disabilities with the regular ed. population to the maximum extent possible and appropriate for students with disabilities.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are 4 scales of measurement in appraisal?

Output: Nominal Ordinal Interval Ratio

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Validity is defined as ...

Output: the extent to which the measurement instrument or test accurately measures what it is supposed to measure

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the types of validity?

Output: Content Criterion Predictive Concurrent Discrimminant

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Content Validity is ..

Output: The degree to which an achievement test is content contains a representative and appropriate sample of the subject matter (content) contained in the instructional objective whose attainment the test is intended to measure.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Criterion (predictive) Validity is ...

Output: The degree to which the score on a test predicts the individuals score on a test or performance in some other area. (i.e. if correlated, a test of scholastic achievement can be used to predict job success)

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Concurrent Validity is ...

Output: The comparison of two measures done at the same time - the degree to which two tests are in agreement

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Discriminant Validity is ...

Output: A type of validity that is determined by hypothesizing and examining differential relations between a test and measures of similar or different constructs. It is the opposite of convergent validity. Evidence that a measure of a construct is indeed measuring that construct.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] A reliability co-efficient is defined as ...

Output: An index of the consistency of measurement often based on the correlation between scores obtained on the initial test and a retest or between scores on two similar forms of the same test.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Name three types of reliability co-efficients.

Output: 1. Internal Consistency 2. Split=Half reliability 3. Test-retest reliability

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is Internal Consistency?

Output: An estimation based on the correlation among the variables comprising the set.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is Split-Half Reliability?

Output: An estimation based on the correlation of two equivalent forms of the scale.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is test-retest reliability?

Output: An estimation based on the correlation between two or more administrations of the same item, scale, or instrument for different times, locales, or populations, when the administrations do not differ on other relevant variables.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Statistics & Testing - Sampling theory is ...

Output: Random sampling of a population that we'd like to study. If population is large, researchers often turn to sampling. Considerations include: - is sample representative? - what % of error is acceptable?

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Statistics Testing - Testing norms ...

Output: Norm referenced tests compare a person's score against the scores of a group of people who have already taken the same exam, called the "norming group"

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Statistics & Testing - Central tendency is ...

Output: Central tendency is a measure of the point about which a group of values are clustered.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are three measures of central tendency?

Output: Mean, median and mode.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Define mode.

Output: the single class/value that occurs most frequently in a series of numbers

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Define median.

Output: the measure in central tendency that occupies the middle position in a rank order of values. Generally has the same # of items above it as below it.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Define mean.

Output: the average value in a data set it is determined by adding all the values & dividing the sum by the # of values in the set.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Statistic & Testing - Variability is defined as ...

Output: the dispersion, spread, or scatter of scores or values in a distribution, usually about the mean

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Define variance

Output: a measure o the spread of the values in a distribution. The larger the variance, the larger the distance of the individual cases from the group mean.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Define deviation

Output: the difference between an observed value and the expected value of a variable or function

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Statistics & Testing - Standard error of measurement is ...

Output: the estimate of the 'error' associated with the test-takers obtained score when compared to their hypothetical 'true' scores.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Statistics & Testing - Correlation coefficients mean ...

Output: a numerical value that identifies the strength of relationship between variables

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Z Scores are ...

Output: the # of standard deviations above or below the mean

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] T scores are ...

Output: a test score converted to an equivalent standard score in a normal distribution with a mean of 50 and a standard deviation of 10

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] stanines

Output: test scores converted to an equivalent standard score in a normal distribution with values 1, 2, 3, ...9 a mean of 5 and a standard deviation of 1, 96.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] % ranks

Output: the % of people in the norming sample who had scores less than or equal to the students score

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How are standard scores expressed?

Output: They are expressed in units of standard deviations from the mean set at 0.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is the meaning of a negative correlation coefficient?

Output: A statistic that gives a measure of how closely two variables are related. A statistical measure of the extent to which variations in one variable are related to variation in another. Negative correlation means that the two values vary in opposite directions. So, as parameter x increases, parameter y decreases.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Appraisal - What are some of the types of tests that are used in counseling?

Output: Ability & aptitude Achievement Career & interest Personality - Objective - Projective Attitudes & beliefs Psychological constructs: self-esteem, locus of control, intro-version/extroversion, interpersonal style, personality types - Diagnostic

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] There are 6 types of appraisals. Name them.

Output: -Interviews. -Rating scales. -Behavioral observations. -Formal published inventories. -Sociograms. -Test batteries.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is the difference between a structured and an unstructured interview?

Output: a structured interview has specific questions and an agenda - can be an intake interview; whereas an unstructured interview doesn't

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is a Likert response scale?

Output: A psychometric response scale often used in questionnaires - is the most widely used scale in survey research. A 5 pt. item.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are behavioral anchors?

Output: Behavioral anchors are descriptions of the past. ??? (THIS IS A GUESS!! I LOOKED IT UP / THIS IS ALL I COULD FIND)

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is a sociogram and when would you use one?

Output: A graphic representation of social links a person has. It can be drawn on the basis of many different criteria: social relations, channels of influence, lines of communication etc. Another definition: It represents the patterns of relationships between individuals in a group, usually expressed in terms of which persons they prefer to associate with.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some cultural issues in assessment?

Output: 1. Representativeness on norm groups in terms of gender and culture. 2. Culture biases in language use 3. English as a second language 4. Gender bias

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What effects do testing conditions have on students taking assessments?

Output: Students can be impacts both positively and negatively by the testing environment. 1. temperature in the room 2. arrangement 3. mood of the facilitator 4. mode of the test - computer/pen-paper

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Discuss the importance & key aspects of sharing and interpreting test results w/: students parents teachers

Output: individual response

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some examples of appropriate methods of sharing standardized test results with groups of parents?

Output: (my answer) You can explain how to read results and what they mean & DON'T mean. Important to key in to parents who are overstressing students. Take opportunity to talk with parents about ways they can help their kiddos. Sleep, eat well prior to the test, low stress etc.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some cautions to observe when interpreting the results of a career, attitude, or personality test taken by a student who is a recent immigrant to the United States?

Output: tests are not normed for all cultures - and if they are normed for that culture caution should be taken in interpretation since the norm might be done with a an assimilated group rather than a newly immigrated group

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Name some of the types of transitions that students face.

Output: Home to school. School to school. - across grade levels - across districts or school bldgs. School to work. Referral from 1 specialist to another. Seeking placement in a different system. Returning to school from residential treatment or other external program.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Name some transitional activities possible ...

Output: 1. articulation agreements w/ other schools 2. orientation programs across grade and bldg. levels 3. buddy systems for new students 4. placement activities for incoming students 5. teaching students job-seeking skills

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some effective strategies for home-to-school transitions of very young children?

Output: visual aids social stories schedules in the classrooms buddies

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some effective strategies for grade-level transitions?

Output: Mentors Visiting the classroom tours

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some effective strategies for school-to-work transitions?

Output: community building activities training opportunities a vocational trainer voc-ed @ high school level internships career guidance for all hs students working w/ businesses in community to develop partnerships

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What does the consulting role involve?

Output: The counselor helping others: -teachers -administrators -parents -those from the community * Can be formal or informal *Occasional or extended over time.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some consulting activities & skills?

Output: -Empathy -Helping staff understand student behaviors -Generating alternative solutions -Supporting staff efforts -Making recommendations for change

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is the role of the school counselor when a teacher discloses her or his own personal struggles and asks for help?

Output: Listen attentively and be present, however, direct them if the situation warrants to an outside counselor/LPC since a dual relationship would develop. There is a difference btw. a colleague "venting" a little and needed counseling.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How would a school counselor best respond to a teacher concerned about bullying by some students in the classroom?

Output: Ask for specifics - - names - who/what/when/where/how - call in "victim" - go from there & assess

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Who are some individuals that counselors consult with as far as families of students?

Output: -Custodial parents -Noncustodial parents -Siblings -Extended family members -Legal guardians

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some consulting activities with parents and families of students?

Output: -Empathy -Helping parents understand their children's behaviors and their families as interpersonal systems -Helping parents who are concerned about their children and their experience in thei school -Using family counseling skills with students in their family contexts -Teaching parenting skills -Managing boundaries & confidentiality -Helping parents make decisions & options

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How an the counselor intervene with parents who discipline of their children is ineffective?

Output: (My answer) This is a tricky ledge - negotiate carefully based on your judgment of parents' ability to accept information. You can offer more information on what might be effective working with a kiddo ... particularly if it is working at a school. Remember that some parents are doing all that they know / the best they can. Be careful not to exercise judgment.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What can a school counselor offer to families experiencing the death of a family member?

Output: Hook them up with resources. Support. Let staff know if necessary that the kiddo will need extra time/support. Provide if appropriate/ask - information on grief &/or grieving. Resource materials & books Information on support groups.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Name some community organizations and agencies that school counselors consult with.

Output: legal business mental health civic medical industrial cultural recreational religious

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the ethical and legal guidelines regarding the release of counseling information to external 3rd parties.

Output: You can do it if you have a signed release from parent or legal guardian.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some consulting activities that a counselor might use with activities and organizations?

Output: Empathy Helping agencies understand students & the school system. Helping agencies develop services to benefit students. Helping agencies interface with schools. Collaborating with agencies to share information in ways that benefits students.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some ways to help an outside agency understand the school system's approach to referral of students?

Output: Provide literature that explains it. Explain it. Allow them to sit in on SST, START team, IEP, 504 meetings

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How should the the school counselor respond to requests from outside agencies to visit the school to work with students?

Output: Ask what they need from you to be successful. If they need referrals of students be sure not to duplicate efforts. Identify students in need (get permission slips and records releases as applicable). Network and be involved in the community. Don't waste their time or yours!

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Who is the architect, builder and primary provider of the counseling and guidance program at school?

Output: the school counselor

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Management and organization of counseling and guidance programs. A comprehensive guidance program is more than a collection of services. It is...

Output: ... an organized systemic program that serves multiple populations: -students -teachers -parents

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the basic elements of comprehensive guidance programs?

Output: 1. Guidance curriculum 2. Individual planning 3. Responsive services 4. System support

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Guidance curriculum consists of two parts, these are -

Output: -Large group guidance in classrooms. -Small group activities

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Individual planning consists of three parts. These include:

Output: 1. Individual appraisal 2. Individual advisement 3. Placement

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Responsive services, as a part of a comprehensive guidance program, include the following:

Output: -Counseling with individuals -Counseling in small groups -Counseling with parents and families -Referrals to others resources -Crisis counseling -Consulting with teachers, parents, administrators, and community agencies

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] System support, as part of a comprehensive guidance program, includes:

Output: 1. Coordinating data collection and sharing 2. Community and advisory boards 3. Researching and evaluating services 4. Program management and administration

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the major components of a comprehensive counseling and guidance program?

Output: 1. Guidance Curriculum 2. Individual Planning 3. Responsive Services 4. System Suppport

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What types of student development are the focus of a comprehensive guidance program?

Output: Academic Development Career Development Personal/Social Development

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] When is referral the most appropriate school counselor response to a student's needs?

Output: The counselor cannot meet the student's need b/c of: -time -student's issue is beyond the scope of school counseling setting -addiction -counselor bias

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] The development of a comprehensive guidance plan has the following stages:

Output: 1. Planning 2. Organizing 3. Implementing 4. Evaluating

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Conducting needs assessments through surveys, interviews, observations, and analysis of existing data is part of the _____phase.

Output: Planning Phase

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Developing a comprehensive guidance curriculum with explicit student competencies and outcomes. Developing preventive and responsive services. These are part of the _____ phase in the development of a comprehensive guidance program.

Output: Organizing Phase

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] In the Implementing Phase of developing of a comprehensive guidance program you ...

Output: 1. coordinate counseling services and activities with academic and other school programs. 2. advertise the availability and scope of counseling services to students, staff, parents, and agencies. 3. scheduling counselor time and tasks 4. establishing record keeping and information systems

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Evaluating consists of ...

Output: 1. Coordinating, designing, analyzing and interpreting program development plans. 2. Conducting program evaluation on an ongoing and systemic basis - student outcome studies - satisfaction surveys - counselor self-assessment - performance evaluation of counselor - repeated needs assessments

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the primary components of the National Standards for School Counseling programs?

Output: According to the National Standards school counselors must function in a variety of roles to support the academic, career and social/personal development of students. School counselors are expected to do: individual counseling group counseling consultation school wide guidance activities case management program evaluation

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How do the roles of elementary middle, and secondary school counselors differ?

Output: Elementary: very different, more opportunity to focus on the self - function in transistion ot community - role is more on ind/group and psycho-ed. High school - scheduling, more focused on career and transition to work

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some of the materials that a counselor is responsible for getting out to students and families?

Output: -career resource materials -self-help information -community resource information -computer based interactive guidance systems -world wide web resources

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Where would you look to find appropriate current information for students about careers? Jobs? Family Issues?

Output: Internet!! Professional journals/magazines Network Conference

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How would you help middle school students to process information they have received about human sexuality?

Output: Open door policy Frank & honest If you have concerns - come & see me Those students who I know might have issues I'd check in with

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the steps in ethical decision making process?

Output: 1.What are the consequences of your decision? 2.How can the option be implemented? 3.Decide which option is the most ethical. 4.Consider your options. 5.Think through the ethical dilemma and identify all components as objectively as possible.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are the rights of parents to information about their children's counseling?

Output: They are legally the "client" you can ask them to respect the counseling safe space - if necessary you can provide them with a vague summary outline of what was discussed.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is required for confidential information about a student's counseling to be released to 3rd parties?

Output: A signed release

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Which school staff, including counselors are required to report child abuse and neglect?

Output: All

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How does the Individuals with Disabilities Education Act (IDEA) affect the role and activities of the professional school counselor?

Output: school counselors are involved in IEP meetings, identifying students struggling academically who may fall under IDEA ... participate in START meetings, SST meetings and deal with parent concerns

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What is the effect of the Family Educational Rights & Privacy Act (FERPA) on the work of the school counselor.

Output: FERPA protects the privacy of a students records. It means that parents many request to see students educational records. The impact on the school counselor tends to be an ethical one when non-custodial parents express an interest in the records. Also the counselor should be savvy about what is put in the permanent record.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] How long should a counselor keep records of counseling with students?

Output: There are 3 classes of data. Records of counseling falls under "class C" data - this type of data should be removed or destroyed as soon as usefulness has expired - maximum of 5 years is standard.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are some activities designed to enhance the professional school counselor's own professional development?

Output: -Attending professional workshops & seminars -completing advanced graduate studies for credit -keeping current in professional lit -membership & participation in state, regional, and national associations

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What are self-care activities & resources to maintain balance, personal centeredness, & well-being to avoid burn out.

Output: 1. Balancing work activities 2. Balancing work w. personal lifestyle needs 3. Maintaining cognitive, emotional, and physical health 4. Developing & maintaining healthy professional relationships, networking, and mentoring.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] What factors contribute to counselor burnout?

Output: -high level of stress -role ambiguity -environment -individual factors - over-identification w/ clients - therapeutic locus of control

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: [Listening involves ...] Why do professional licenses & certifications require professional development activities?

Output: So that counselors continue to stay current in their field, stay connected with their peers, and continue to ruminate on their craft.

Praxis Test: School Guidance and Counseling Flashcards - Cram.com

Focused attending Perceived stated and unstated messages. Cognitive and affective parts of the client's experience.


Input: Unions in which parents choose their children's marriage partners.

Output: Arranged marriage


Input: Social psychological filtering process in which individuals gradually filter out those among their pool of eligibles who they believe would not make the best spouse.

Output: Assortative mating


Input: Money or property that the future groom pays the future bride's family so that he can marry her.

Output: Bride price


Input: The process whereby a couple develops a mutual commitment to marriage.

Output: Courtship


Input: Marriage in which spouses are from different countries.

Output: Cross-national marriage


Input: Forced or unwanted sexual contact between people who are on a date.

Output: Date rape (acquaintance rape)


Input: A sum of money or property brought to the marriage by the female.

Output: Dowry


Input: Marrying within one's own social group.

Output: Endogamy


Input: Theoretical perspective that sees relationships as determined by the exchange of resources and the reward-cost balance of that exchange. This theory predicts that people tend to marry others whose social class, education, physical attractiveness, and even self-esteem are similar to their own.

Output: Exchange theory


Input: Marrying a partner from outside one's own social group.

Output: Exogamy


Input: The idea that the independent variable in a hypothesis is responsible for changes to a dependent variable. With regard to marriage, the experience hypothesis holds that something about the experience of being married itself causes certain results for spouses.

Output: Experience hypothesis


Input: Culture or society in which individuals choose their own marriage partners, a choice usually based at least somewhat on romance.

Output: Free-choice culture


Input: Traditionally known in the marriage and family literature as propinquity or proximity and referring to the fact that people tend to meet potential mates who are present in their regional environment.

Output: Geographic availability


Input: Marriage between partners who differ in race, age, education, religious background, or social class.

Output: Heterogamy


Input: Marriage between partners of similar race, age, education, religious background, and social class.

Output: Homogamy


Input: A marriage in which a person gains social rank by marrying someone of higher rank.

Output: Hypergamy


Input: Marriage to a partner with lower social and/or economic status than one's own.

Output: Hypogamy


Input: Marriage between spouses who are not defined as of different races but do belong to different ethnic groups.

Output: Interethnic marriage


Input: The tendency for children of divorced parents to have a greater propensity to divorce than children from intact families.

Output: Intergenerational transmission of divorce risk


Input: Marriage of a partner of one (socially defined) race to someone of a different race.

Output: Interracial marriage


Input: The quality or situation of remaining married.

Output: Marital stability


Input: The sociological concept that potential mates take stock of their personal and social characteristics and then comparison shop or bargain for the best buy (mate) they can get.

Output: Marriage market


Input: Youths from divorced families were more likely to select high-risk partners who were also from divorced families and who were impulsive, socially irresponsible, and had a history of antisocial behaviors such as alcohol and drug abuse, minor misdemeanors, troubles with the law, problems in school and at work, fighting, and an unstable job history.

Output: Mate selection risk


Input: A group of individuals who, by virtue of background or social status, are most likely to be considered eligible to make culturally compatible marriage partners.

Output: Pool of eligibles


Input: Belief about rape that functions to blame the victim and exonerate the rapist.

Output: Rape myth


Input: Improvising a course of action as a way of enacting a role. In role-making, we may use our acts to alter the traditional expectations and obligations associated with a role. This concept emphasizes the variability in the ways different individuals enact a particular role.

Output: Role-making


Input: The idea that many of the changes found in a dependent variable, which might be assumed to be associated with the independent variable, are really due to sample selection. For instance, the selection hypothesis posits that many of the benefits associated with marriage--for example, higher income and wealth, along with better health--are not necessarily due to the fact of being married but, rather, to the personal characteristics of those who choose--or are selected into--marriage. Similarly, the selection hypothesis posits that many of the characteristics associated with cohabitation result not from the practice of cohabiting itself but from the personal characteristics of those who choose to cohabit.

Output: Selection hypothesis


Input: Regarding interracial/interethnic marriage, the argument that an individual might trade his or her socially defined superior racial/ethnic status for the economically or educationally superior status of a partner in a less-privileged racial/ethnic group.

Output: Status exchange hypothesis


Input: Theory developed by social scientist Robert Winch suggesting that we are attracted to partners whose needs complement our own. In the positive view of this theory, we are attracted to others whose strengths are harmonious with our own so that we are more effective as a couple than either of us would be alone.

Output: Theory of complementary needs


Input: A negative communication/relationship behavior that challenges the partner's power and authority.

Output: Belligerence


Input: Fighting that brings intimates closer together rather than leaving them just as far apart or pushing them even farther apart.

Output: Bonding fighting


Input: One of the Four Horsemen of the Apocalypse, in which a partner feels that his or her spouse is inferior or undesirable.

Output: Contempt


Input: One of the Four Horsemen of the Apocalypse that involves making disapproving judgments or evaluations of one's partner.

Output: Criticism


Input: One of the Four Horsemen of the Apocalypse that means preparing to defend oneself against what one presumes is an upcoming attack.

Output: Defensiveness


Input: A passive-aggressive behavior in which a person expresses anger with another by being angry at or damaging people or things the other cherishes.

Output: Displacement


Input: That intangible emotional quality that holds groups together and gives members a sense of common identity.

Output: Family cohesion


Input: A cycle of negative verbal expression by a wife and withdrawal by the husband in the fact of his partner's demands. In other words, women tend to deal with problems by bringing them into the open through initiatives that have an attention-getting negative tone. Men tend to withdraw emotionally from the disagreement or conflict.

Output: Female-demand/male-withdraw communication pattern


Input: Contempt, criticism, defensiveness, and stonewalling--marital communication behaviors delineated by John Gottman that often indicate a couple's future divorce.

Output: Four Hoursemen of the Apocalypse


Input: Being transparent, authentic, and explicit about how one truly feels, especially concerning the more conflictive or hurtful aspects of an intimate relationship. Among other things, leveling between intimates implies self-disclosure and commitment (to intimacy).

Output: Leveling


Input: Brief vocalizations, head nods, and facial movements that convey to the speaker that the listener is tracking what the speaker is saying.

Output: Listener backchannel


Input: Two simultaneous messages that contradict each other. For example, society gives us mixed messages regarding family values and individualistic values and about premarital sex. People, too, can send mixed messages, as when a partner says, "Of course I always like to talk with you" while turning up the TV.

Output: Mixed, or double, messages


Input: Expressing anger at some person or situation indirectly, through nagging, nitpicking, or sarcasm, for example, rather than directly and openly.

Output: Passive-aggression


Input: The expression, either verbal or nonverbal, of one's feelings of affection toward another.

Output: Positive affect


Input: In Deborah Tannen's terms, this is conversation engaged in by women aimed primarily at gaining or reinforcing rapport or intimacy.

Output: Rapport talk


Input: In Deborah Tannen's terms, this is conversation engaged in by men aimed primarily at conveying information.

Output: Report talk


Input: A passive-aggressive action in which a person tries to spoil or undermine some activity another has planned. Sabotage is not always consciously planned.

Output: Sabotage


Input: One of the Four Horsemen of the Apocalypse that involves refusing to listen to a partner's complaints.

Output: Stonewalling


Input: All decision making is in parents' hands, and the emphasis is on compliance with rules and directives. Parents are more punitive than supportive, and use of physical punishment is likely.

Output: Authoritarian parenting style


Input: Parents accept the child's personality and talents and are emotionally supportive. At the same time, they consciously set and enforce rules and limits, whose rationale is usually explained to the child. Parents provide guidance and direction and state expectations for the child's behavior. Parents are in charge, but the child is given responsibility and must take the initiative in completing schoolwork and other tasks and in solving child-level problems.

Output: Authoritative parenting style


Input: Concept used to describe Asian and Asian American parenting philosophy that emphasizes blending parental love, concern, involvement, and physical closeness with strict and firm control.

Output: Confucian training doctrine


Input: Foster care that takes place in a trained and licensed foster parent's home.

Output: Family foster care


Input: Out-of-home placement with biological relatives of children who are in the custody of the state.

Output: Formal kinship care


Input: Care provided to children by other than their parents as a result of state intervention.

Output: Foster care


Input: Families in which a grandparent acts as primary parent to grandchildren.

Output: Grandparent families


Input: One type of foster-care setting in which several children are cared for around-the-clock by paid professionals who work in shifts and live elsewhere.

Output: Group home


Input: Concept used to describe a Hispanic parenting philosophy that blends warm emotional support for children with demand for significant respect for parents and other authority figures, including older extended-family members.

Output: Hierarchical parenting


Input: Overly permissive parenting. Children set their own standards for behavior, with little or no parental guidance or authority. Parents and indulgent but not necessarily involved in a supportive way with the child's everyday activities and problems.

Output: Laissez-faire parenting style


Input: An unrelated adult who informally plays a parentlike role for a child.

Output: Para-parent


Input: The degree to which partners agree with and support each other as parents.

Output: Parenting alliance


Input: A general manner of relating to and disciplining children.

Output: Parenting style


Input: Parent who takes full responsibility for meeting the child's physical and emotional needs by providing the major part of the child's care directly or by managing the child's care by others or by doing both.

Output: Primary parent


Input: Mother and father (or two same-sex parents) who both take full responsibility as parents.

Output: Shared parenting


Input: Federal legislation that replaces Aid to Families with Dependent Children and whereby government welfare assistance to poor parents is limited to five years for most families, with most adult recipients required to find work within two years.

Output: Temporary Assistance for Needy Families (TANF)


Input: The circumstances involved in assuming the parent role.

Output: Transition to parenthood


Input: "An active, affective, enduring, and reciprocal bond between two individuals that is believed to be established through repeated action over time."

Output: Attachment


Input: Group child care provided in day-care centers for a relatively large number of children.

Output: Center care


Input: The care and education of children by people other than their parents. Child care may include before- and after- school care for older children and overnight care when employed parents must travel, as well as day care for preschool children.

Output: Child care


Input: A marriage in which the two partners live in different locations and commute to spend time together.

Output: Commuter marriage


Input: Care provided to older generations.

Output: Eldercare


Input: Child care provided in a caregiver's home.

Output: Family child care


Input: Workplace policies that are supportive of employee efforts to combine family and work commitments.

Output: Family-friendly workplace policies


Input: A leave of absence from work granted to family members to care for new infants, newly adopted children, ill children, or aging parents, or to meet similar family needs or emergencies.

Output: Family leave


Input: A type of employment scheduling that includes scheduling options such as job sharing or flextime.

Output: Flexible scheduling


Input: A policy that permits an employee some flexibility to adjust working hours to suit family needs or personal preference.

Output: Flextime


Input: A specialized masculine role that emerged in this country around the 1830s and that emphasized the husband as the only or primary economic provider for his family. The good provider role had disappeared by the 1970s as an expected masculine role.

Output: Good provider role


Input: A man who takes a full-time family-care role, rather than being employed; the male counterpart to a housewife.

Output: Househusband


Input: A caregiver who provides child care in the child's home, either coming in by the day or as a live-in caregiver.

Output: In-home caregiver


Input: Two people sharing one job.

Output: Job sharing


Input: A social invention that arose with the industrialization of the nineteenth century, when people characteristically became wage earners, hiring out their labor to someone else.

Output: Labor force


Input: The second shift for women means a "leisure gap" between husbands and wives, as women sacrifice leisure--and sleep--to accomplish unpaid family work.

Output: Leisure gap


Input: Child-care arrangement of working parents; other people are hired to care for children while parents are at their jobs.

Output: Market approach to child care


Input: Employment--that is, work for pay--as contrasted with unpaid household work.

Output: Market work


Input: Describes the fact that motherhood has a tremendous negative lifetime impact on earnings, the "long-term earnings gap."

Output: Motherhood penalty


Input: A family's child-care arrangement that gives preference to the mother's caregiving role. A couple balance nonemployment of the mother with extra jobs or hours for the father, or, if the mother must work to maintain the family economically, her employment role is minimized.

Output: Mothering approach to child care


Input: An in-home child-care worker who care for a family's children either on a live-n basis or by the day; may include traveling with the family.

Output: Nanny


Input: Families that value traditional gender roles and organize their family life in these terms as far as practicable. Formal male dominance is softened by an egalitarian spirit.

Output: Neotraditional families


Input: The distribution of men and women into substantially different occupations. Women are over-represented in clerical and service work, for example, whereas men dominate the higher professions and the upper levels of management.

Output: Occupational segregation


Input: A woman's leaving the labor force, permanently or temporarily, in order to devote full time to child-raising.

Output: Opting out


Input: In this approach, child care is shared by the parents on as equal a basis as possible. Working parents try to restructure their employment arrangements to make this possible.

Output: Parenting approach to child care


Input: A cycle regarding women's earnings and paid and unpaid family work in which cultural expectations and persistent discrimination result in employed males receiving higher average earnings than women employed full time and, hence, in women's doing more unpaid family work to the detriment of their careers.

Output: Reinforcing cycle


Input: Sociologist Arlie Hochschild's term for the domestic work that employed women must perform after coming home from a day on the job.

Output: Second shift


Input: An approach to child care for working parents in which the child is at home or out without an adult caretaker. Parents may be in touch by phone.

Output: Self-care


Input: A mother who chooses to leave paid employment in order to spend some years at home raising children, but who plans to return to work eventually.

Output: Sequencing mom


Input: As defined by the Bureau of Labor Statistics, any work schedule in which more than half of an employee's hours are before 8 a.m. or after 4 p.m.

Output: Shift work


Input: A martial or cohabiting partner who is not employed but remains at home to take care of children and other domestic responsibilities.

Output: Stay-at-home dad or mom


Input: The spouse of a relocated employee who moves with him or her.

Output: Trailing spouse


Input: Marriage in which both partners have a strong commitment to the lifetime development of both careers. Also called dual-career couple or dual-career family.

Output: Two-career marriage


Input: Marriage in which the wife as well as the husband is employed, but her work is not viewed as a lifetime career. His may be viewed as a "job" rather than a career, as well. Sometimes termed dual-earner marriage or two-paycheck marriage.

Output: Two-earner marriage


Input: The necessary tasks of attending to both the emotional needs of all family members and the practical needs of dependent members, such as children or elderly parents, and maintaining the family domicile.

Output: Unpaid family work


Input: The persistent difference in earnings between men and women.

Output: Wage gap


Input: b. A physically attractive, healthy person.

Output: Research suggests several qualities to look for when choosing a spouse. Which of the following is NOT one of those qualities? a. Someone who demonstrates good communication and problem-solving skills. b. A physically attractive, healthy person. c. A socially responsible, respectful, and emotionally supportive mate. d. Someone who is committed to the relationship and to the value of marriage itself.


Input: Attachment

Output: ________ theory posits that during infancy and childhood, individuals develop a general style of bonding with others.


Input: intergenerational transmission of divorce

Output: When both spouses come from a divorced family, the probability of their own divorce is higher. Family scholars refer to this phenomenon as the ________ risk.


Input: free choice marriages

Output: With global Westernization, ________ are replacing arranged marriage as the preferred way to select mates throughout the world.


Input: Homogamy

Output: Americans tend to marry people of similar race, age, education, religious background, and social class. This behavior reflects:


Input: interracial marriage must be considered legally valid in all states.

Output: In 1967, in the case of Loving v. Virginia, the U.S. Supreme Court ruled that:


Input: Interactionist

Output: From a(n) ________ theoretical perspective, research with seriously dating couples shows that they pass through a series of fairly predictable stages.


Input: b. Statutory rape is not a crime.

Output: Which of the following is NOT one of the "rape myths" discussed in the text? a. Rapists are mentally ill. b. Statutory rape is not a crime. c. Men cannot control their sexual urges. d. The rape was somehow provoked by the victim.


Input: selection

Output: The ________ hypothesis assumes that individuals who choose serial cohabitation are different from those who do not; these differences translate into higher divorce rates.


Input: b. It prevents divorce.

Output: Psychologist Scott Stanley identifies four benefits of premarital education. Which of the following is NOT one of these? a. It sends a message that marriage matters. b. It prevents divorce. c. It can slow couples down to foster deliberation. d. It can help couples learn of options if they need help later.


Input: spiraling

Output: The text points out that couples who communicate mutual affection create a contagious "________ effect" so that the household atmosphere becomes one of emotional support.


Input: family cohesion.

Output: The text refers to the emotional bonding of family members with the term:


Input: experienced in even the happiest of couples.

Output: According to the text's discussion, marital anger and conflict are:


Input: passive-aggression.

Output: Chronic criticism, nagging, nitpicking, and sarcasm are all forms of:


Input: the amount of positive affect in the conflict

Output: In John Gottman's investigations, ________ was the only variable that predicted both marital stability and marital happiness among stable couples.


Input: female-demand/male-withdraw

Output: The text observes that when faced with a complaint from their partner, men tend to withdraw emotionally while women do not. This response is so common that therapists have named it the "________ pattern."


Input: characterize unhappy marriages and signal impending divorce.

Output: According to the text, contempt, criticism, defensiveness, stonewalling, and belligerence:


Input: the silent treatment.

Output: Joanna and Richard have been having a bad day. Joanna asks Richard what is wrong. Richard replies, "Oh, nothing," but the look on his face and his body language suggest otherwise. Richard's behavior reflects:


Input: couple empathy and communication.

Output: ENRICH and PREP are training programs for married couples that emphasize:


Input: gentleness and humor in relating to each other

Output: Success in marriage has to do with a couple's ________, perhaps more than any other social indicator emphasized by social scientists in earlier studies of marital adjustment.


Input: a. Parents are confronted with more questions about how to rear their children.

Output: According to the text's discussion, which of the following is NOT one of the advantages of today's parents? a. Parents are confronted with more questions about how to rear their children. b. Parents are likely to have had some exposure to formal knowledge about child development and child-rearing techniques. c. Many fathers are more emotionally involved with their children than they were several decades ago. d. Technology has vastly improved health care.


Output: What percentage of new mothers experience postpartum depression?


Input: can make less money, if they stay at home more.

Output: The new image of a "good" father in today's society says that fathers:


Input: more than 90

Output: It is estimated that, at least occasionally, ________ percent of U.S. parents spank their children.


Input: authoritative

Output: Upper-middle-class parents tend to use which parenting style?


Output: The ________ census was the first to offer citizens the option of identifying themselves as more than one race.


Input: black.

Output: Using data from the 1998 National Longitudinal Survey of Youth, social scientist Richard Caputo concluded that, compared with other parents, grandparents who are rearing their grandchildren tend to be 2 to 4 times as likely to be:


Input: the state.

Output: As wards of the court, foster children are financially supported by:


Output: As many as ________ percent of foster parents stop fostering within their first year.


Input: b. Having siblings who are experienced with parenting.

Output: Studies show that good parenting involves at least four factors. Which of the following is NOT one of these? a. Using supportive, rather than negative, communication between partners. b. Having siblings who are experienced with parenting. c. Being involved in a child's life and school. d. Adequate economic resources.


Input: employed and unemployed

Output: Only since the Industrial Revolution has working been considered separate from family living, and only since then have the concepts of ________ emerged.


Input: one-quarter

Output: In 2006, almost ________ of mothers of children under fifteen in married-couple families were stay-at-home mothers, wives of steadily employed men, who remained out of the labor force for the entire year to "take care of home and family."


Input: househusband.

Output: Brad and Janet have been married for 10 years. Janet is a prosecuting attorney. Brad stays home to care for the house and family. The text would identify Brad as a:


Input: two-earner

Output: Today, the statistical norm among married couples is the ________ marriage.


Input: second shift

Output: Including child care, many employed wives (and just a few husbands) put in what sociologist Arlie Hochschild calls a ________ of unpaid family work that amounts to an extra month of work each year.


Input: black

Output: In general, ________ men spend more time in unpaid family work than do white men.


Input: a commuter marriage.

Output: Jane is an insurance executive and lives in San Francisco. Her husband, Don, is an attorney who practices law in New York City. On the weekends, Jane may travel to New York, or Don to San Francisco so that they can be together. Jane and Don's arrangement is most specifically referred to as:


Input: b. a non-interference policy involving parents

Output: Research has shown that the quality of child care is higher when certain conditions are present. Which of the following is NOT one of these? a. smaller group sizes b. a non-interference policy involving parents c. more educated care givers d. lower child-adult ratios


Input: job sharing

Output: Greg and Bill work for the same company, in the same position. They actually share an office, since Greg works primarily mornings and weekends and Bill works in the afternoons. Greg and Bill's situation is an example of ________.


Input: wives feel that husbands share fairly in the household work.

Output: Study after study shows that marital satisfaction is greater when:


Input: 1) To evaluate the relationship w/ the possibility of deciding against marriage. 2) To help couples develop realistic yet hopeful vision of future marriage. 3) To desensitize partners to potential problems (to find red flags). 4) To teach positive ways of communicating about & resolving conflict.

Output: Four goals of premarital counseling:


Input: The expectations associated with a particular position in society or in a family.

Output: Role


Input: 1) Money--balancing job and family, dealing with financial debt brought into the marriage by one or both spouses, and what to do w/ money income 2) Sexual frequency 3) Agreeing on how much time to spend together--and finding it!

Output: Three main, potentially problematic topics for couples in first marriages:


Input: allows & encourages partners to grow & change.

Output: An adaptable marriage relationship . . .


Input: 1) Communication appreciate for one another. 2) Arrange personal schedules so they can do things together. 3) Have high degree of commitment to promoting one another's happiness & welfare. 4) Have some spiritual orientation. 5) Able to deal w/ crises. 6) Have positive communication patterns. 7) Resolve conflict constructively (added).

Output: 6 qualities of family cohesion:


Input: 1) WIN/LOSE (typical) 2) LOSE/WIN 3) Compromise 4) WIN/WIN or LOSE/LOSE

Output: 4 possible outcomes of conflict:


Input: the actions or values of one person are incompatible w/ the values, actions, or wishes of another person.

Output: Conflict exists when . . .


Input: 1) Create change 2) Create cohesion 3) Stimulate creative problem solving 4) Increase communication & possibly the understanding of others 5) Prevent stagnation 6) Keeps you more flexible, more responsive to change.

Output: Positive effects of conflict:


Input: Serves a useful purpose w/ positive results which may lead to improved relationships.

Output: Functional conflict


Input: Negative results (WIN/LOSE or LOSE/LOSE) & often characterized by violence.

Output: Dysfunctional conflict


Input: 1) Turtle: withdrawal (goals dec., relationship, dec.) 2) Shark: forceful (goals inc., relationships dec.) 3) Teddy bear: soothing (goals dec. relationships inc.) 4) Owl: WIN/WIN (goals inc., relationships inc.)

Output: Conflict styles


Input: 1) Gunnysacking: keeping one's grievances secret while tossing them into an imaginary gunnysack that grows heavier & heavier over time. 2) Kitchen sink fighting: bringing in other conflicts that are totally irrelevant 3) Mixed or double messages: "nothing's wrong" 4) Fight evading (EX: leaving the house)

Output: Dysfunctional fight tactics:


Input: TRUE; Research shows that engaging in conflict enhances the health of the marriage in the long-run.

Output: T/F: Conflict is good for the family.


Input: 1) Handling $ 2) Dividing household tasks 3) Relative relationships 4) Jobs 5) Social activities 6) Alcohol abuse 7) Moodiness 8) Handling anger 9) Children

Output: Common topics of conflict among couples:


Input: 1) Clearly define the prblm 2) Demonstrate a mutual respect 3) Agree to cooperate w/ each other 4) Agree to make decisions together 5) Use prblm solving approach for win/win solutions

Output: Strategies for resolving conflict:


Input: 1) Recognize & define the problem. 2) Establish ground rules. 3) Communicate to reach a mutual understanding. 4) Brainstorm possible alternatives. 5) Try to come to an agreement on a solution. 6) Implement the solution. 7) Evaluate solution--follow up. 8) Modify the solution if necessary.

Output: Decision making/problem solving:


Input: Good communication

Output: ____ _____________ is an essential component of a committed relationship; it's one of the major characteristics of strong, successful families.


Input: 1) Make communication a priority. 2) Establish & maintain eye contact. 3) Ask open-ended questions. 4) Give congruent messages. 5) Stay focused on the issue. 6) Say positive things about your partner. 7) Tell your partner what you want (level w/ each other). 8) Make specific resolutions to disagreements. 9) Fight fair. 10) Be honest. 11) Be willing to forgive. 12) Work together towards a win/win.

Output: Principles & techniques of effective communication & conflict resolution:


Input: 1) Defensiveness 2) Blaming 3) Interrupting 4) Insults, sarcasm, put-downs 5) Exaggerating 6) Threats 7) Acting superior

Output: Common barriers to good communication:


Input: 1) Protect them from harm. 2) Act in socially appropriate ways. 3) Control impulses. 4) Respect rights of others.

Output: Socialization of children to:


Input: more behavior problems, anxiety, and depression.

Output: Coercive control (threats, punishment, force, etc.) leads to . . .


Input: 1) Explain reasons 2) Request compliance 3) Praise compliance 4) Leads to social competence, self-esteem, develop good moral sense, more independent

Output: Inductive control (setting limits)


Input: 1) More psychologically competent 2) More responsible 3) More adaptive 4) More successful in school 5) More self-assured, creative, curious, socially skilled

Output: Children raised by authoritative parents:


Input: 1) More dependent 2) More passive 3) Less socially skilled 4) Less self-assured 5) Less intellectually curious

Output: Children raised by authoritarian parents:


Input: 1) Less mature 2) More irresponsible 3) More likely to conform to peers 4) Less likely to be leaders

Output: Children raised by indulgent parents:


Input: 1) More impulsive 2) More delinquent behavior 3) More precocious behavior (sex, drugs, alcohol)

Output: Children raised by indifferent parents:


Input: 1) How your parents parent 2) Media (EX: parenting books) 3) Culture 4) Interaction w/ spouse 5) Where you live 6) Work

Output: What contributes to how one parents?


Input: middle class whites.

Output: Baumrind's study is more likely to apply to . . .


Input: to familiarize child w/ his/her culture & to teach norms & values.

Output: Primary task of parenting:


Input: Widely accepted rules.

Output: Norms


Input: Goals or principles that are held in high esteem by a society.

Output: Values


Input: obedience & conformity.

Output: Working class parents tend to emphasize . . .


Input: 1) More often foster language development, 2) Critical thinking skills, 3) Self-direction, & 4) Initiative

Output: Mid- and upper-middle class parents:


Input: highly, less

Output: Working class is ______ supervised @ work. Middle class is ____ supervised @ work.


Input: 1) Can affect the way parents act toward each other & children 2) Fathers under economic pressure are more irritable & hostile to wives & children. 3) Children become more sullen, depressed, & aggressive.

Output: Unemployment:


Input: TRUE; Poverty-level parents and their children have poorer nutrition; more illnesses such as asthma; schools that are less safe; and limited access to quality medical care. Relatively safe, gang-free neighborhoods are often unavailable, and parental control is harder to achieve in neighborhoods characterized by antisocial behavior.

Output: T/F: Children living in poverty are more often disabled or chronically ill than other children.


Input: 7.8, 4.6

Output: Children raised in poverty are significantly more like (__ percent) to have emotional or behavioral difficulties than children raised in families that are not poor (__ percent).


Input: 1) Cultural pressure encourages adults to become parents even though they may not really want to. 2) Most 1st parents have little or no previous experience in childcare. 3) Transition's abrupt. 4) Adjusting includes changes in the couple's emotional & sexual relationship.

Output: Reasons why transition to parenthood is more difficult:


Input: 1) Positive pre-child relationship 2) Realistic expectations of effects on relationship 3) Matched role expectations 4) Adaptability of couple 5) Communication & conflict resolution

Output: Those w/ high marital satisfaction:


Output: Women have been entering the labor force in greater #s since the ____s.


Output: By ____, majority of married women employed outside home.


Input: Mothers of young children

Output: Last women to move into employment outside of home?


Input: 76, 59

Output: 2004: __% of all married women w/ school-aged children and __% of all married women w/ preschool-aged children were in the labor force.


Input: FALSE; two-earner marriages

Output: T/F: Two-career marriages are the statistical norm.


Input: 1) Outsource domestic work 2) Employ an in-home caregiver

Output: 2-career families often:


Output: __% of women worked part time in '05.


Output: Fewer than __ of all mothers of preschool children worked full time in '04.


Input: full-time homemakers than to full-time employed mothers in their attitudes about wife & mother roles.

Output: Mothers employed part time are more similar to . . .


Input: 1/4, 1/3

Output: In __ of all 2-earner couples, at least 1 spouse does shift work; __ if they have children.


Output: __% of fathers who spend time in childcare of preschoolers worked non-day shifts.


Output: Home-basd work has increased dramatically over the past decades--a __% increase btwn 1990 & 2000.


Input: competition from low-wage workers overseas.

Output: Doing paid work at home is declining due to . . .


Input: 1) Main/secondary 2) Co-providers 3) Ambivalent provider couple 4) Role-reversed provider couple 5) Househusbands

Output: Provider role systems:


Input: more elite, higher-paying occupations.

Output: The wage gap varies considerably depend on occupation and tends to be higher in . . .


Input: 1) 1960-1980: $.60 on the $ 2) 1996: $.74 on the $ 3) 2006: $.81 on the $

Output: Female vs. male pay differences:


Output: More than __ of divorced Americans remarry within ten years.


Input: 1) More--and more serious--personality problems 2) Neither been exposed to nor learned supportive communication or problem-solving skills 3) Less commitment to the relationship 4) More accepting attitudes toward divorce

Output: Children of divorce are themselves more likely to get divorced because they have:


Input: 1) The rape was somehow provoked by the victim 2) Men cannot control their sexual urges 3) Rapists are mentally ill

Output: Rape myths:


Input: 1) Rewards 2) Costs 3) Match to Ideal Comparison Level 4) Alternatives 5) Investments 6) Barriers to breaking up

Output: Possibility of Breaking Up:


Input: 1) Partners' attachment style 2) Age at marriage 3) Mate selection risk, due to one or both partners' having experienced parental divorce.

Output: Three factors related to marital stability:


Input: FALSE; Serial cohabiting

Output: T/F: Cohabiting before marriage only with one's future spouse has been shown to increase the likelihood of divorce.


Input: 1) Express your love verbally. 2) Be physically affectionate. 3) Express your appreciation and even admiration. 4) Share more about yourself w/ your partner than you do w/ any other person. 5) Offer each other an emotional support system. 6) Express your love materially. 7) Accept your partner's demands and put up with your partner's shortcomings. 8) Make time to be alone together. 9) Do not take your relationship for granted. 10) Do unto each other as you would have the other do unto you.

Output: Ten Rules for a Successful Relationship:


Input: 1) Contempt 2) Criticism 3) Defensiveness 4) Stonewalling

Output: Four Horsemen of the Apocalypse