6e Test Bank Docx Ch.7 Supporting Empowerment and Change

Bob Shebib

Choices: Interviewing and Counselling Skills for Canadians, 6/e

Test Bank

Chapter Seven

Supporting Empowerment and Change

Multiple Choice Questions

1. Secondary gain is defined as

a. the benefits that people derive from their problems

b. unexpected positive outcomes of counselling

c. advantages to family and friends from a client’s counselling

d. how change in a problem can impact other problems

e. the benefits for family and friends when clients change

2. Empowerment involves

a. helping clients discover personal strengths and capacities

b. energizing the helping process

c. taking charge of the interview

d. use of authority to require change

e. oppressive practice

3. Which of the following best describes “learned helplessness.”

a. clients who have become lazy

b. clients who do not believe their efforts will make a difference

c. capacity to sustain effort over time in the face of obstacles

d. clients who are overly anxious about change

e. a situation where people have become overly dependent on others

4. The stages of change model is also known as

a. contemplative change model

b. cognitive behavioral model

c. transtheoretical model

d. confrontation model

e. brief therapy approach to change

5. At the precontemplative stage clients are

a. actively involved in the change process

b. not thinking about change

c. ambivalent about making changes

d. are preparing for change

e. struggling with a relapse

6. At the contemplative stage clients are

a. reflecting on their past failures

b. not thinking about change

c. struggling with a relapse

d. are preparing for change

e. ambivalent about making changes

7. Motivational interviewing

a. uses authority to jump start change

b. assumes that clients are ready for change

c. makes use of the “intervention” model

d. requires a collaborative, non-confrontational approach

e. uses confrontation to overcome denial

8. “Change talk” is apparent when clients

a. mention discrepancies between the way their life is and the way they would
like it to be

b. counsellors confront clients on the need to change

c. are confronted by family

d. counsellors shift strategies when what they are doing is not working effectively

e. clients begin to model the behaviour of their counsellors

9. “Sustain talk” is apparent when clients

a. confirm the wishes of their counsellors

b. mention that they are ready for change

c. are actively involved in the change process

d. favour the “status quo”

e. get ready for change

10. Cognitive Behavioral Counselling

a. has not proven to be an effective tool for change

b. focuses on behaviour while minimizes the impact of thinking

c. was pioneered by Carl Rogers

d. helps people modify thinking behaviour, and emotions,

e. should only be utilized by qualified psychiatrists

11. Reframing is best defined as

a. building a base of trust

b. a skill that helps client shift their thinking by suggesting alternate explanations
or meanings

c. confronting irrational thinking

d. altering the structure of the counselling process

e. renegotiating the counselling relationship

12. Which of the following is not a valid reason for helping clients set goals?

a. giving direction

b. motivating

c. measuring progress

d. defining roles

e. meeting agency quotas

13. The “miracle question” involves

a. use of prayer and spirituality

b. unrealistic expectations for counselling outcomes

c. unexplained outcomes

d. whether it will take a miracle for change to occur

e. none of the above

14. Contingency planning

a. helps clients anticipate obstacles

b. involves searching for the root causes of problems

c. helps clients to review past mistakes

d. takes advantage of precounselling change

e. all of the above

14. Which of the following is a brief counselling technique?

a. looking for exceptions

b. gestalt approaches

c. outreach to needy clients

d. advocacy

e. free association

True-False Questions

1. Motivational interviewing discourages the use of empathy.

2. Brief counselling is seldom effective.

3. Clients at the contemplative stage are ambivalent.

4. At the precontemplative stage clients are not thinking about change

5. Motivational interviewing requires that counsellors become comfortable with confrontation.

6. Clients cannot be helped at the precontemplative stage.

7. Rolling with resistance emphasizes confrontation.

8. According to Ellis emotions and behaviour are caused by thinking.

9. Selective attention errors arise when people only look at part of the situation.

10. Outcome goals concern the procedures of counselling.

11. Effective goals should be concrete and measurable.

12. Precounselling change should be discouraged until realistic goals can be set.

13. The miracle question helps clients identify potential changes.

14. Counsellors empower clients when they recognize strengths and capacities.

15. Hardships and difficulties often have positive spin-offs.

Answers: True: 3, 4, 8, 9, 11, 13, 14, 15; False: 1, 2, 5, 6, 7, 10, 12, 14.

Short Answer Questions

1. What is the difference between “change talk” and “sustain talk?”

Change talk favours change while sustain talk favours the status quo.

2. Identify and discuss the implications of the five stages in the transtheoretical or stages of change model?

3. To what extent, if at all, is empathy used in Motivational Interviewing?

4. What are the basic assumptions behind Albert Ellis’ ABC model?

5. What is thought stopping?

6. What are the essential steps of action planning?

7. What is a “baseline?”

Paper Topics and Research Projects

1. Prepare a report with one detailed example illustrating your use of goal setting skills in an interview (successful or unsuccessful.) Include a typescript of relevant dialogue with your analysis of the interaction. What did you learn from this experience? Typically, you will see both positive and negative elements. In either case you will want to understand what happened so that you may generalize and apply your learning to other helping situations. Attempt to identify and support viable alternative responses, i.e. what might you have said or done differently. Often there may be several perspectives on the same event. Attempt to increase your objectivity by considering alternate points of view or explanations. Consider your feelings and biases and how these assisted or hindered the work. Try to use supplemental books and articles from the library to support your ideas.

2. Work with a partner to explore an issue or problem that he or she is currently experiencing. Explore how their behaviour and emotions are related to unhelpful thinking patterns. Endeavour to use cognitive behavioural techniques. Submit a report that discusses your use of skills and an analysis of the effectiveness of your work.

3. Compare cognitive behavioural counselling to the person-centred approach pioneered by Carl Rogers.

4. Review the professional literature (journal articles/research reports, and present empirical evidence that supports the effectiveness of either Cognitive behavioural counselling or motivational interviewing.

5. Monitor your thinking, behaviour and emotional responses over the next week.
Using concepts derived from Ellis’ ABC model identify examples that suggest unhelpful thinking patterns such as perfectionism, mind reading, rumination and selective perception. What patterns and core beliefs are evident? Set cognitive and behavioural goals for change.

6. Imagine you are speaking directly to a client explaining the principles of cognitive behavioural counselling. What might you say? Consider how this explanation might change for different clients.

7. Prepare a report that details personal efforts to develop goals and an action plan for a selected area in your life. Include a baseline of current functioning as well as benchmark criteria for measuring progress.