Cross-Theoretical Case Chapter 17 Exam Prep

Chapter 17: Cross-Theoretical Case

Conceptualization and Integration

Multiple Choice

1. The author of the text suggests that at the heart of therapy is the art of ____________.
   1. empathy
   2. viewing
   3. observing
   4. curiosity

REF: Knowing Where to Look

1. The benefits of cross-theoretical conceptualization include all of the following EXCEPT:
   1. it broadens and deepens your understanding of your client.
   2. it helps you identify a dynamic way you might not have other considered.
   3. it deepens your knowledge of theory.
   4. it helps you to conceptualize a client using a single theory.

REF: Theory-Specific vs. Cross-Theory Case Conceptualization

1. Integration is a synonym for cross-theoretical integration.
   1. True
   2. False

REF: Cross-Theoretical Conceptualization vs. Integration

1. If a therapist utilizes the empathic approach of Rogers to build the counseling relationship and solution-generating questions from solution-focused counseling to generate hope, the therapist is employing ____________________________.
   1. theoretical integration
   2. common factors approach to integration
   3. selective borrowing
   4. cross-theoretical conceptualization

REF: Cross-Theoretical Conceptualization vs. Integration

1. When a therapist draws freely from techniques of various theories without significant concerns about the theoretical underpinnings, the therapist is utilizing ______________.
   1. technical eclecticism
   2. an integrative approach
   3. transgenerational theory
   4. systematic treatment

REF: Cross-Theoretical Conceptualization vs. Integration

1. Sue, an MFT intern, employs various theories when she feels like it, without understanding much of what she is doing or why. Norcross and Beutler might observe that Sue is guilty of __________________________.
   1. integration
   2. selective borrowing
   3. syncretism
   4. systematic treatment

REF: Cross-Theoretical Conceptualization vs. Integration

1. All of the following are components of a systemic cross-theoretical case conceptualization EXCEPT:
   1. introduction to the client.
   2. the presenting concern.
   3. interactional patterns
   4. the therapists diagnosis.

REF: Overview of Cross-Theoretical Case Conceptualization

1. Case conceptualization starts by identifying _______________ and the most salient demographic features that relate to treatment.
   1. presenting concerns
   2. broader system problem descriptions
   3. who the client is
   4. how the client lives

REF: Overview of Cross-Theoretical Case Conceptualization

1. When eliciting descriptions of the presenting concern/problem in couples or family therapy, it is important to get a description from whom?
   1. Each client in the room
   2. All systems /parties involved in therapy
   3. Extended family
   4. Broader systems

REF: Presenting Concern

1. It is recommended that the family therapist include all of the following when obtaining a description of the presenting problem EXCEPT:
   1. descriptions of the failures the family has had when trying to solve the problem on their own.
   2. the reason each client states he or she or seeking therapy.
   3. information from the referring agent and his or her description of the problem.
   4. a brief history of the problem and the family.

REF: Presenting Concern

1. The collaborative language systems approach maintains that each person who is talking about the problem is part of the ________________, and therefore each person’s description of the situation should be considered when conceptualizing the problem.
   1. dysfunction-generating system
   2. problem-generating system
   3. solution-generating system
   4. behavior-generating system

REF: Presenting Concern

1. Obtaining background information about the problem is an important part of the case conceptualization. All of the following would be considered background information or the necessary facts of the case EXCEPT:
   1. the history of trauma and abuse.
   2. descriptions of attempted solutions.
   3. substance use and abuse.
   4. precipitating events.

REF: Background Information

1. The author of the text recommends that client strengths and resources are assessed in what stage of therapy?
   1. Mid-way through treatment
   2. After assessing family dysfunction
   3. The first stage of assessment
   4. Never, client strengths and resources are not relevant to treatment

REF: Strengths and Diversity Resources

1. To conceptualize client strengths and resources, therapists can think of strengths at all of the following levels EXCEPT:
   1. personal/individual.
   2. relational/social.
   3. spiritual.
   4. therapeutic.

REF: Strengths and Diversity Resources

1. The two general categories of personal/individual strengths are ____________ and __________.
   1. abilities; personal qualities
   2. abilities; self- acceptance
   3. personal qualities; traits
   4. personal qualities; self- acceptance

REF: Strengths and Diversity Resources

1. A family therapist should assess a client’s spiritual resources in order to ____________

___________________________________________.

• 1. enforce spirituality and religion as a part of the solution to the client’s problems
  2. promote spiritual and religious tolerance among therapists
  3. understand the constraints of a person’s belief system
  4. access beliefs that may transform how client feels, thinks, and responds to difficult situations

REF: Strengths and Diversity Resources

1. Assessment of family structure often begins by indentifying the client or family’s stage in the __________.
   1. family developmental tasks
   2. family room
   3. family plan
   4. family life cycle

REF: Family Structure

1. Most commonly associated with structural family therapy, boundaries are the rules for negotiating interpersonal __________ and __________.
   1. closeness; intimacy
   2. closeness; distance
   3. relationships; distance
   4. relationships; intimacy

REF: Family Structure

1. When a couple begins to over-value togetherness at the expense of respecting the individuality of each, their boundaries become _________ and the relationship becomes ______________.
   1. disengaged; diffused
   2. diffuse; enmeshed
   3. rigid; disengaged
   4. flexible; dysfunctional

REF: Family Structure

1. Each of the following terms refers to tension between two people resolved by drawing in a third person or thing to stabilize the original dyad: triangle, covert coalition, boundries, cross-generational coalition.
   1. True
   2. False

REF: Family Structure

1. What is considered a healthy or appropriate hierarchical structure between parent and child?
   1. Excessive
   2. Effective
   3. Insufficient
   4. Permissive

REF: Family Structure

1. All of the following are considered a survival stance in Satir’s communication stances EXCEPT:
   1. placating.
   2. blaming.
   3. superreasonable.
   4. ironic.

REF: Family Structure

1. John Gottman’s four horsemen of the apocalypse are considered key variables for assessment in couple functioning. Which of the following is a horseman?
   1. Aggression
   2. Blaming
   3. Criticism
   4. All-or-nothing

REF: Family Structure

1. One of the hallmarks of family therapy is the ability to assess the family’s __________ related to the presenting problem.
   1. structural patterns
   2. behavior modification
   3. interpersonal relationships
   4. interactional patterns

REF: Problem Interaction Patterns

1. If a therapist postulates that “A child’s symptom of school failure forces the couple, the child’s parents, to work together and distracts the couple from their distressful marital relationship.” the therapist has developed what about this family?
   1. A systemic hypothesis
   2. An interaction pattern
   3. An intergenerational map
   4. A communication configuration

REF: Problem Interaction Patterns

1. Assessing for intergenerational patterns is easiest when a therapist uses a __________.
   1. guide
   2. genogram
   3. diagnosis
   4. survey

REF: Intergenerational Patterns

1. Cristina, a family therapist who is completing an assessment with a family, asks: “What have you done to try and solve this problem of Jesse’s school failure on your own? What have you tried that was not as successful as you had hoped?” What is Cristina looking for?
   1. Solutions that did work
   2. Solutions that she can try in therapy
   3. Solutions that did not work
   4. Unique outcomes

REF: Solution-Based Assessment

1. All of the following would be considered common dominant discourses that inform a client’s life EXCEPT:
   1. culture, race, ethnicity, immigration.
   2. gender, sexual orientation, sexual preferences.
   3. stories of divorce, death, and loss of significant relationships.
   4. narratives built on personal beliefs and unique interpretations of common beliefs.

REF: Postmodern and Cultural Discourse Conceptualization

1. Therapists CANNOT rely simply on __________ descriptions of behavior in assessment. They must consider the broader culture norms, which may include more than one set of ethnic norms as well as local neighborhood cultures, school contexts, sexual orientation subcultures, religious communities, and so forth.
   1. objective
   2. subjective
   3. client-centered
   4. diverse

REF: Case Conceptualization, Diversity, and Sameness

Short Answer

1. What are some benefits of utilizing cross-theoretical conceptualization?
2. What are some potential downfalls of syncretism?
3. What are some key pieces of information to include in the presenting concern section of the case conceptualization?
4. What elements does a therapist consider when determining a client’s personal or individual strengths?
5. How are family structures such as boundaries and hierarchies utilized in a case conceptualization?