Kelli Nce Exam

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Three Types of Groups

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George Gazda: Guidance/Psychoeducation, Counseling, and Psychotherapy

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Guidance/Psychoeducation Group

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Mainly preventative, provide instruction about a potential problem, do not deal with remediation of severe psychological pathology, time limited

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Psychotherapy group

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For more severe problems. Commonly used in inpatient settings for people with in-depth psychological problems. Tertiary and may emphasize the role of the unconscious mind and childhood experiences more than a counseling group.

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Counseling group

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Focus primarily on conscious concerns. Generally has less structure than a guidance gruop.

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First Stage of Group Therapy

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(Orientation/Forming): Group members become oriented to the group and to each other.

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Second Stage of Group Therapy

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(Transition/Storming): Anxiety and ambiguity become prevalent as group members struggle to define themselves and group norms. This stage is often characterized by conflict.

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Third Stage of Group Therapy

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(Cohesiveness/Norming): A therapeutic alliance forms between group members. Trust between members has been established.

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Fourth Stage of Group Therapy

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(Working/Performing): Group members experiment with new ideas, behaviors or ways of thinking. Egalitarianism develops.

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Fifth Stage of Group Therapy

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(Adjourning/Terminating): This is the time when the group disbands

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Group Leadership Styles

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Authoritarian: Leader centered.
Democratic: Participant centered.
Laissez-Faire: No designated leadership.

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Group Therapy Roles

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Energizer: Stimulates enthusiasm in the group
Scapegoat: The person that everybody blames
Gatekeeper: Tries to make certain everyone is doing their task and participating
Interrogator: Asks never-ending strings of questions
Follower: goes along with the rest of the group
Harmonizer: person who tries to make certain everything is going smoothly
Storyteller: monopolizes group time with endless stories

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Frank Parsons

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Father of Vocational Guidance. Ideal career choices are based on matching personal traits (aptitude, abilities, resources, personality) with job factors (wages, environment, etc) to produce the best conditions of vocational success. Parson's framework later became the basis of the contemporary trait/factor theory.

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Elton Mayo

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The research he conducted under the Hawthorne Studies of the 1930s showed the importance of groups in affecting the behavior of individuals at work. What he found was that work satisfaction depended to a large extent on the informal social pattern of the work group. Where norms of cooperation and higher output were established because of a feeling of importance, physical conditions or financial incentives had little motivational value.

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Needs Press Theory

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Henry Murray - theory of personality that was organized in terms of motives, presses, and needs. Needs = "potentiality or readiness to respond in a certain way under certain given circumstances". "press"—external influences on motivation

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Thematic Apperception Test - TAT

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Henry Murray - a personality test which involved having individuals interpret a series of pictures to tell a story. Murray had theorized that the stories would reflect the individuals' underlying unconscious psychological state, their needs, drives, desires, hopes, and so forth based on their own past experiences. The TAT became one of the most widely used tests by psychologists.

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Postmodern & Constructivist view of Career

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The postmodern perspective views human knowing as a process of subjective meaning making in which knowledge is constructed by the individual. Constructivism, a relatively new theoretical counseling perspective, posits that individuals create meaning in their own lives.

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Typical vs. Maximum performance test

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Typical performance is how an employee performs on a regular basis, while maximum performance is how one performs when exerting as much effort as possible.

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Equifinality & Equipotentiality

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Equifinality -- Many beginnings can lead to the same outcome.

Equipotentiality -- the same beginnings can result in different outcomes

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Cybernetics

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study of control processes in systems (especially the flow of information in closed systems)

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feedback loop

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process by which a system gets necessary information to maintain a steady course

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negative feedback loop

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looks at how far off one is to the target. Considers what signal is needed to adjust.

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positive feedback loop

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information that confirms the direction a system is taking.

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what do structural therapists mean by intensity?

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a forceful intervention - Intensity is the structural method of changing maladaptive transactions by using strong affect, repeated intervention, or prolonged pressure. Intensity works best if done in a direct, unapologetic manner that is goal specific.

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Tracking in structural family therapy

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In tracking, the therapist follows the content of the family that is the facts. Getting information through using open-ended questions. Tracking is best exemplified when the therapist gives a family feedback on what he or she has observed or heard.

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Milan Model Family Therapy

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Mara Selvini Palazzoliwith Gianfranco Cecchin, Luigi Boscolo and Giuliana Prata, founders of the systemic and constructivist approach to family therapy which became known as the Milan systems approach. Worked with families of schizophrenic and anorexic children. With her colleagues, she developed a theraputic model that is based on Gregory Bateson's cybernetics theory.

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bimodal distribution

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In statistics, a bimodal distribution is a continuous probability distribution with two different modes. These appear as distinct peaks.

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Murray Needs Press Theory

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Needs also organize action by compelling a person to do what is necessary to fulfill the need. Needs are states of tension, and satisfying the need reduces the tension.
“A need refers to a potentiality or readiness to respond in a certain way under certain given circumstances”
Press: need-relevant aspects of the environment

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extinction burst

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The temporary increase in the frequency, intensity, and/or duration of the behavior targeted for extinction

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T-Group

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Was pioneered in the mid 1940s by Kurt Lewin and his colleagues in what became The National Training Laboratory as a method of learning about human behavior. A T-group meeting does not have an explicit agenda, structure, or express goal. Under the guidance of a facilitator, the participants are encouraged to share emotional reactions (such as, for example, anger, fear, warmth, or envy) that arise in response to their fellow participants' actions and statements. The emphasis is on sharing emotions, as opposed to judgments or conclusions

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Yerkes-Dodson Law

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An empirical relationship between arousal and performance, originally developed by psychologists, Robert M. Yerkes and John Dillingham Dodson in 1908.[1] The law dictates that performance increases with physiological or mental arousal, but only up to a point. When levels of arousal become too high, performance decreases.

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Jesse B. Davis

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Considered the first to provide a systematic school guidance program. In 1907, he became the principal of a high school and encouraged the school English teachers to use compositions and lessons to relate career interests, develop character, and avoid behavioral problems.

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BITCH Test

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Williams 1972 - Black Intelligence Test of Cultural Homogeneity - to assess knowledge of terms likely to be used in Black cultural settings - claimed to be a test to determine ability to survive in Black cultural settings.

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Ceiling Effect

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referring to the level at which an independent variable no longer has an effect on a dependent variable, or to the level above which variance in an independent variable is no longer measured or estimated.

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Counterbalancing

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A type of experimental design in which all possible orders of presenting the variables are included

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GAF Scale

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91 - 100 Superior functioning in a wide range of activities, life's problems never seem to get out of hand, is sought out by others because of his or her many positive qualities. No symptoms.

81 - 90 Absent or minimal symptoms (e.g., mild anxiety before an exam), good functioning in all areas, interested and involved in a wide range of activities, socially effective, generally satisfied with life, no more than everyday problems or concerns (e.g., an occasional argument with family members).

71 - 80 If symptoms are present, they are transient and expectable reactions to psychosocial stressors (e.g., difficulty concentrating after family argument); no more than slight impairment in social, occupational, or school functioning (e.g., temporarily falling behind in schoolwork).

61 - 70 Some mild symptoms (e.g., depressed mood and mild insomnia) OR some difficulty in social, occupational, or school functioning (e.g., occasional truancy, or theft within the household), but generally functioning pretty well, has some meaningful interpersonal relationships.

51 - 60 Moderate symptoms (e.g., flat affect and circumstantial speech, occasional panic attacks) OR moderate difficulty in social, occupational, or school functioning (e.g., few friends, conflicts with peers or co-workers).

41 - 50 Serious symptoms (e.g., suicidal ideation, severe obsessional rituals, frequent shoplifting) OR any serious impairment in social, occupational, or school functioning (e.g., no friends, unable to keep a job).

31 - 40 Some impairment in reality testing or communication (e.g., speech is at times illogical, obscure, or irrelevant) OR major impairment in several areas, such as work or school, family relations, judgment, thinking, or mood (e.g., depressed man avoids friends, neglects family, and is unable to work; child frequently beats up younger children, is defiant at home, and is failing at school).

21 - 30 Behavior is considerably influenced by delusions or hallucinations OR serious impairment, in communication or judgment (e.g., sometimes incoherent, acts grossly inappropriately, suicidal preoccupation) OR inability to function in almost all areas (e.g., stays in bed all day, no job, home, or friends)

11 - 20 Some danger of hurting self or others (e.g., suicide attempts without clear expectation of death; frequently violent; manic excitement) OR occasionally fails to maintain minimal personal hygiene (e.g., smears feces) OR gross impairment in communication (e.g., largely incoherent or mute).

1 - 10 Persistent danger of severely hurting self or others (e.g., recurrent violence) OR persistent inability to maintain minimal personal hygiene OR serious suicidal act with clear expectation of death.

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"What Color Is Your Parachute?

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A Practical Manual for Job-Hunters and Career-Changers" is the best-selling job-hunting and career-changing book in the world.

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Enculturation

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The process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviors that are appropriate or necessary in that culture

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Cultural Encapsulation

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process of working with clients from an ethnocentric perspective, where one does not effectively understand the world view and culture of origin of the client, nor do they integrate this knowledge into the counseling process. Thus, cultural encapsulation is problematic in therapy and can negatively impact the therapeutic alliance.

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Psychoanalysis vs. Psychodynamic Counseling

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Psychodynamic psychotherapy is a form of depth psychology, the primary focus of which is to reveal the unconscious content of a client's psyche in an effort to alleviate psychic tension. Psycoanalysis (or Freudian psychology) is a body of ideas developed by Austrian neurologist Sigmund Freud and continued by others. It is primarily devoted to the study of human psychological functioning and behavior, although it can also be applied to societies.

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Flynn effect

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The substantial increase in average scores on intelligence tests all over the world.

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Spearman Theory on Intelligence

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The idea that all aspects of intelligence, to a certain extent, are correlated with each other. In particular, Spearman believed that only two factors are measured by intelligence tests, a general intelligence factor common to all tests and a specific factor that is distinctive in each test. This means that there is a general ability factor that will determine how well each individual does on any particular assessment of cognitive functioning. However, in addition to this general factor, there is also a specific factor unique to each test that will also influence the overall assessment levels. Spearman believed both factors jointly determined the measured value of human intelligence on any particular test

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Thurstone - Primary Abilities (Intelligence)

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Offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different "primary mental abilities" (Thurstone, 1938). The abilities that he described were:

Verbal comprehension
Reasoning
Perceptual speed
Numerical ability
Word fluency
Associative memory
Spatial visualizatio

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Convergent vs. divergent thinking

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Convergent thinking is a style of thought that attempts to consider all available information and arrive at the single best possible answer. Divergent thinking which is more creative and which often involves multiple possible solutions to problems.

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Intelligence Quotient

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Intelligence Quotient (IQ) is the score you get on an intelligence test. Originally, it was a quotient (a ratio): IQ= MA/CA x 100 [MA is mental age, CA is chronological age]. Today, scores are calibrated against norms of actual population scores.

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Binet Simone Scale

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An evaluation of the relative mental development of children by a series of psychological tests of intellectual ability. Also called Binet scale, Binet-Simon test, Binet test.

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Stanford Binet Intelligence Scales

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The Stanford Binet Intelligence Test is a standardized test that assesses IQ and cognitive abilities in children and adults aged two to 23. Moreover, the Stanford Binet IQ Test is designed to test intelligence in four areas including verbal reasoning, quantitative reasoning, abstract and visual reasoning, and short-term memory skills. The Stanford Binet also scores 15 sub tests including vocabulary, comprehension, verbal absurdities, pattern analysis, matrices, paper folding and cutting, copying, quantitative, number series, equation building, memory for sentences, memory for digits, memory for objects, and bead memory.

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WAIS

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The Wechsler Adult Intelligence Scale (WAIS) intelligence quotient (IQ) tests are the primary clinical instruments used to measure adult and adolescent intelligence

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WISC

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e Wechsler Intelligence Scale for Children (WISC), developed by Dr. David Wechsler, is an individually administered intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC takes 65-80 minutes to administer and generates an IQ score which represents a child’s general intellectual ability.

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WPPSI

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and children ages three to seven years, three months are tested with the Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

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Standard Score

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In statistics, a standard score indicates how many standard deviations an observation or datum is above or below the mean. Standard scores are also called z-values, z-scores, normal scores, and standardized variables;

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Pearson

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In statistics, the Pearson product-moment correlation coefficient (sometimes referred to as the PMCC, and typically denoted by r) is a measure of the correlation (linear dependence) between two variables X and Y, giving a value between +1 and −1 inclusive.

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Stanine

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Stanine (STAndard NINE) is a method of scaling test scores on a nine-point standard scale with a mean of five (5) and a standard deviation of two (2).