Complete Test Bank Chapter.8 Choice Theory & School Therapy

CHAPTER 8: CHOICE THEORY AND REALITY THERAPY APPROACHES TO COUNSELING IN SCHOOLS

Multiple Choice

1. When was Schools without Failure published?

1. 1940s
2. 1950s
3. 1960s
4. 1970s

2. Central to Choice Theory is the notion of five basic, universal, and genetically structured needs including all but what:

1. Power, achievement, recognition, and worth
2. Survival
3. Fun, pleasure, enjoyment, and laughter;
4. Dependence

3. The focus of Choice Theory is primarily on:

1. feelings
2. thoughts
3. behavior
4. beliefs

4. The secondary focus of Choice Theory is on:

1. feelings
2. thoughts
3. behavior
4. beliefs

5. The “W” in the acronym WDEP stands for:

1. wants
2. wishes
3. worries
4. warnings

6. Glasser has asserted that relationships are:

1. somewhat important when it comes to mental health
2. irrelevant
3. a central component of mental health
4. not important when it comes to mental health

7. These are genetically encoded and universal:

1. needs
2. thoughts
3. wants
4. beliefs

8. These are each person’s specific ideas for how needs should be satisfied:

1. needs
2. thoughts
3. wants
4. beliefs

9. The “D” in the acronym WDEP stands for:

1. Doubt
2. Direction
3. Disbelief
4. Devalue

10. This is the term for when our wants or desires become images that are stored in metaphoric "picture albums":

1. Superior World
2. Quality World
3. Pictographic
4. Symbolism

11. According to Wubbolding, three critical, consistent factors of the therapeutic environment include all but what:

1. friendliness
2. fairness
3. firmness
4. flexibility

12. The “E” in the acronym WDEP stands for:

1. Evaluation
2. Estimate
3. Environment
4. Examination

13. While endeavoring to develop rapport, Reality Therapists might inquire about all but what:

1. hobbies and interests
2. dreams
3. failures
4. friendships and family relationships

14. Contemporary Reality Therapists follow this model:

1. DEPW
2. WDEP
3. PDEW
4. EDWP

15. The “P” in the acronym WDEP stands for:

1. Plan
2. Pain
3. Psychology
4. Preparation

16. If a Reality Therapist asked: “What do you hope will happen when you talk with your instructor?” he or she may be attempting to:

1. determine wants
2. determine Direction and Doing
3. evaluate the effectiveness of behaviors
4. formulate a plan

17. If a Reality Therapist asked: “What have you been doing to achieve your goal?” he or she may be attempting to:

1. determine wants
2. determine Direction and Doing
3. evaluate the effectiveness of behaviors
4. formulate a plan

18. Within the Choice Theory framework, behavior consists of four components including all but what:

1. thoughts
2. actions
3. feelings
4. spirituality

19. According to Reality Therapists, how many levels of commitment are there?

1. 2
2. 3
3. 4
4. 5

20. If a Reality Therapist asked: “How did that work out for you?” he or she may be attempting to:

1. determine wants
2. determine Direction and Doing
3. evaluate the effectiveness of behaviors
4. formulate a plan

21. Within the Reality Therapy framework, plans should be:

1. “TETRC”
2. “HECTC”
3. “SAMIC”
4. “PANIC”

22. If a Reality Therapist asked: “What are your dreams?” he or she may be attempting to:

1. determine wants
2. determine Direction and Doing
3. evaluate the effectiveness of behaviors
4. formulate a plan

23. If Reality Therapist asked : What’s one thing you could do this afternoon that might move you toward your goal? he or she may be attempting to:

1. determine wants
2. determine Direction and Doing
3. evaluate the effectiveness of behaviors
4. formulate a plan

24. Who is the current director of the Center for Reality Therapy?

1. Wubbolding
2. Erikson
3. Ellis
4. Glasser

25. Choice theory was originally called:

1. Power Theory
2. Freewill Theory
3. Control Theory
4. Independence Theory

True/False

1. Much of Glasser’s pioneer work was derived from his experiences at Ventura’s School for Girls, a residential treatment center.

2. Many behaviors that contribute to survival are voluntary such as our hearts beating.

3. Glasser views depression, anger, and other emotions as behaviors.

4. An essential element of Glasser Quality Schools is the notion of lead management, which is practiced by administration as well as teachers who “always boss” and “never lead”

5. Reality Therapy and its related Choice Theory have relevance to counseling in schools, consulting with parents and teachers, climate in schools, and relationships in classrooms.

6. Pain, loneliness, and unhappiness often result from perceived discrepancies between "pictures" and reality.

7. Within the Reality Therapy framework, behaviors are not chosen.

8. In Glasser Quality Schools, positive relationships between adults and students are not encouraged as adults should always be in charge and should not have a relationship with students.

9. Professional helpers use terms such as “total behavior” and verbs such as anxietying, depressing, and angering, thereby consistently implying that even feelings are chosen, at some level, and within our control.

10. The Quality World (“the picture album”) influences behavior even though most people are not aware of its presence.

Short Answer Essay

1. Discuss the “WDEP system”. Include examples of questions you would ask clients while utilizing this system.

• Wants: Professionals help students identify, with clarity, what they hope to achieve.

What are your dreams?

What do you hope will happen when you talk with your instructor?

• Direction and Doing: Professionals help students anticipate the results of their behaviors, and identify the steps (physiological responses, feelings, thoughts, and actions) they are taking to achieve their wants.

What have you been doing to achieve your goal?

What did you say to yourself about that?

When did your headache begin?

• Evaluation: Helpers invite students to examine and evaluate the effectiveness of their behaviors in terms of attaining their wants.

How did that work out for you?

What happened when you did that?

• Plan: Helpers facilitate the development of simple, attainable, measurable, and immediate plans of action.

What’s one thing you could do this afternoon that might move you toward your

goal?

What would you be willing to do, even tomorrow morning, that might be more

effective?

What could you do when you begin to think, “There’s no use in even trying”?

2. Describe the Glass Quality Schools. How do they differ from traditional schools?

• A Quality School environment prioritizes attainment of basic needs of adults and students. Positive relationships between and among adults and students is a central feature of Glasser Quality Schools. In fact, Glasser emphasized that “the success of any endeavor rests on people getting along with each other” .
• An essential element of Glasser Quality Schools is the notion of lead management, which is practiced by administration as well as teachers who “always lead” and “never boss”. They consistently demonstrate commitment, hard work, and caring. Lead management teachers establish relevance of content, and express confidence in students’ ability to master it. They effectively facilitate cooperative learning and peer instruction. Additionally, they invite students’ suggestions for creating classroom environments most conducive to learning. Students assess and document their own learning with practice tests according to an individually established testing schedule. They demonstrate mastery of content before advancing. Sub-quality work is not acceptable, and the calendar does not dictate the curriculum.
• Adults and students in Glasser Quality Schools learn about Choice Theory and Reality Therapy. Personal responsibility for attainment of the essential needs is emphasized; individuals are held accountable for satisfying their needs without infringing on others’ needs. When students engage in less-than-appropriate behavior, adults often respond with the WDEP framework. They typically ask a series of questions such as “What are you doing?” “Is that within the school’s code of conduct?” “What can you do to get back on track?” “What can you do to prevent this from happening again?” Of course, they allow time after each question for a thoughtful response, and validate responses by reflecting content (and affect as appropriate).
• Educators in Glasser Quality Schools do not accept excuses. They consistently hold students responsible for their actions and refrain from engaging in arguments. When students are not ready to participate in the problem resolution process, they may be asked to wait in a “time-out room” until they are willing.
• Class meetings are another feature of Glasser Quality Schools. Ideally meetings are scheduled regularly, and arranged so class members can openly discuss identified topics which are often directed toward satisfaction of needs. Teachers or professional helpers lead the meetings, often employing Socratic style questions to engage students in intellectual discussions. Diverse opinions are encouraged and respected. Thus, students are empowered to make contributions from their perspectives. They acquire knowledge and interpersonal skills. They also gain appreciation for different perspectives.

3. What empirical support exists regarding Reality Therapy? Discuss the findings of these studies.

• The efficacy of Reality Therapy has been assessed and supported in a variety of studies conducted in diverse settings including schools in Korea. Inquiries have targeted individual counseling, school counseling, and school climate. Positive results have been shown in self esteem, perceptions of self control, self-determination, school behavior and quality of relationships (Wubbolding, 2009; Wubbolding et al., 2004).
• For example, Kim (2006) provided group counseling for 16 Korean students who had experienced adverse effects of bullying. The fifth and sixth grade students participated in 10 sessions during which they learned about needs and wants, total behavior, effects of thoughts on feelings, assertiveness, and cooperation skills. Based on measures administered at the beginning and end of the group experience, the author concluded that participation contributed to increased personal responsibility and reduced victimization.
• Yarbrough and Thompson (2002) provided a replicable design for assessing the efficacy of counseling interventions. Following single-participant research methods the authors provided a sequence of individual counseling sessions for an 8-year old boy and a 9-year old girl. Teachers’ concerns for both students related to daydreaming, inattention, and task incompletion. The children were randomly selected to participate in a sequence of five sessions based on Reality Therapy or Solution-Focused Brief Therapy. Following the AB research design, progress toward goals was routinely monitored with goal attainment scaling. Results included significant improvement for both students. The authors concluded that short term Reality Therapy or Solution Focused Brief Therapy counseling can be effective in helping students acquire on-task behaviors that contribute to school success. Even though Yarbrough and Thompson (2002) conducted this inquiry several years ago, their design, intervention models, and findings provide support for using Reality Therapy to promote academic success as well as a practical resource for progress monitoring.
• Wubbolding (2009) cited empirical support for Reality Therapy in schools, particularly within schools where lead management and Glasser Quality School classroom strategies are used consistently; however, he acknowledged that designs are less rigorous than desirable. Studies have shown that implementation of the Glasser Quality School philosophy contributes to improved grades and diminished problems related to disruptive behavior problems.

4. Do you believe Reality Therapy is a good modality to use with clients from other cultures? Why or why not?

• Contemporary leaders (e.g., Glasser and Wubbolding) have contended that Reality Therapy lends itself to application for clients and schools representing a variety of groups. Additionally, professional helpers in several countries and settings have been trained in Choice Theory and Reality Therapy. Modifications have been made in translation, and attention has been given to cultural mores. For example, the intensity and directness of questions have been minimized for groups that view such interaction as intrusive or rude.
• Wubbolding and his colleagues (2004) have suggested that Reality Therapists respond to diverse backgrounds because relationships with their clients, characterized by friendliness and warmth, are central to their work. These authors suggested that relationships grow when clients are encouraged to teach their professional helper about their culture and practices within their culture.
• Based on experiences in working with professionals and clients around the world, Wubbolding (2000) cautioned helpers against stereotyping and generalizing knowledge about diverse cultures at the expense of recognizing each individual’s experiences, culture, and preferences. Responsible Reality Therapists modify their approach in response to cultural and personal differences.