Theory Integration And Case Verified Test Bank Ch.4 1e

CHAPTER 4: THEORY INTEGRATION AND CASE CONCEPTUALIZATION

Multiple Choice

1. Theories should be all but what:

1. comprehensive
2. coherent
3. parsimonious
4. vague

2. This is when two or more theories are blended into one conceptualization:

1. Theoretical integration
2. Theoretically eclectic
3. Scientific integration
4. Practically eclectic

3. All but which are associated with better therapy outcomes:

1. readiness for change
2. inability to develop rapport
3. greater access to psychological resources
4. psychological mindedness

4. In counseling, which goals take priority?

1. goals related to positive outcomes
2. goals that are relevant to a school-based setting
3. relationship goals
4. safety goals

5. According to Baldwin, Wampold, and Imel, therapists who were able to build stronger alliances with their clients, consistently demonstrated:

1. worse outcomes
2. better outcomes
3. moderate outcomes
4. average outcomes

6. CBT stands for:

1. Counseling Behavioral Techniques
2. Component Behavioral Therapy
3. Cognitive Bettering Techniques
4. Cognitive Behavioral Therapy

7. Pre-service professionals should select how many theories to guide their work?

1. two to three
2. one
3. five
4. three to four

8. Professionals who support this draw their interventions or strategies from a variety of theories to assist clients in overcoming challenges:

1. technical eclecticism
2. theoretically eclectic
3. scientific eclecticism
4. practically eclectic

9. Credible theories include all but which:

1. indicators of success
2. structure for evaluation and research
3. confusing components
4. Internal consistency

10. Halbur and Halbur (2011) concluded that

1. all counselors should adopt Rogerian theory
2. all counselors should adopt behavioral theory
3. it did not matter which theory an individual chooses, as long as one is chosen
4. all counselors should adopt psychodynamic theory

11. The counseling relationship helps to do all but what:

1. take risks in trying new strategies
2. create the conditions for positive change
3. motivate students to attend sessions
4. discourage students to attend sessions

12. This refers to the actual changes that student clients make based on the counseling process:

1. outcome goal
2. rapport goal
3. process goal
4. relationship goal

13. Outcome goals are typically all but what:

1. specific
2. vague
3. measurable
4. positive

14. This refers to the relationship that is developed with student clients:

1. outcome goal
2. rapport goal
3. process goal
4. relationship goal

15. A professional helper conceptualizing a case from this perspective might ask challenging question of how current behaviors are helping clients meet their goals.

1. Reality Therapy
2. Behavioral Therapy
3. Solution-Focused Brief Therapy
4. Cognitive Behavioral Therapy

16. A professional helper conceptualizing a case from this perspective would see a goal statement as a starting point.

1. Reality Therapy
2. Behavioral Therapy
3. Solution-Focused Brief Therapy
4. Cognitive Behavioral Therapy

17. Neufeldt and her colleagues referred to the intervention stage of case conceptualization as a(n):

1. waste of time
2. challenging experience
3. fulfilling process
4. experiment

18. The ways paradigm includes all but what:

1. A way of understanding
2. A way of developing
3. A way of being
4. A way of intervening

19. According to Berman, the second major component of case conceptualization includes:

1. gathering supporting details
2. developing a premise
3. terminating with the client
4. problem solving

20. According to Berman, the first major component of case conceptualization includes:

1. gathering supporting details
2. developing a premise
3. terminating with the client
4. problem solving

21. When a professional makes the decision to supplement with other theoretical approaches based on the specific needs of the client this is called:

1. technical eclecticism
2. theoretically eclectic
3. scientific eclecticism
4. practically eclectic

22. When a professional uses several different theories to conceptualize a case this is called:

1. technical eclecticism
2. theoretically eclectic
3. scientific eclecticism
4. practically eclectic

23. Theories are typically designed from how many viewpoints?

1. one
2. two
3. three
4. four

24. Who developed the framework termed as the ways paradigm?

1. Herman
2. Ivey
3. Best
4. Cheston

25. Historically, it was more common for practitioners to rely on ______theory(ies) to the exclusion of others in order to organize their thinking and guide their work with clients.

1. four
2. one
3. three
4. two

True/False

1. Beliefs about the importance of theories, reliance on theories, integration of theories, eclectic practice, and other theory-related notions vary greatly.

2. Theories do not help us collect and organize information; theories only guide the questions we ask as we endeavor to understand the situation.

3. Theories are never misused.

4. Wampold suggested that adherence to treatment protocols may be counterproductive because professional competence is suppressed.

5. Conceptualization is a problem solving process, a comprehensive examination of factors related to the current difficulties and possibilities for their resolution.

6. Theory is synonymous with truth.

7. Adopting the position that a theory is "truth" may lead to incorrect conclusions and impede our ability to see all relevant data.

8. For some practitioners, “eclectic” is not regarded highly as it is viewed as haphazard or “hodgepodge.”

9. Theoretical approaches differ in the degree of structure, the role of the professional helper, and the explanation that we use to understand the cause of behavior.

10. It is less common today for practitioners to use different components of a few theories.

Short Answer Essay

1. Discuss theory integration. Be sure to include the benefits and limitations.

• Terminology related to integration is inconsistent and often confusing. Theoretical integration, the blending of two or more theories into one conceptualization, is thought to be more systematic and intentional, unlike theoretical eclecticism. In this process of integration, theories are combined to capitalize on strengths each can offer, resulting in an improved approach. Consideration is given to commonalities and unification.
• Theoretical integration is our preferred approach because of the intentionality of the process. Certainly no theory is adequate to explain complex, dynamic, and diverse human behavior. Nor is theory synonymous with truth. Theories are resources from which to draw in responding to the unique needs of each student client as well as the unique personality and style of each professional helper.
• In fact, most psychotherapeutic approaches used today have incorporated aspects of earlier theories or models.

2. Discuss process and outcome goals of school-based counseling.

• In your work with student clients, there are two distinct types of goals for your work. One type is considered a process goal and refers to the relationship that is developed with student clients. The types of processes that you attend to include the degree of rapport that has been established, the safety of the setting, and the degree to which you have been able to communicate empathy and understanding. The success of your counseling depends on your relationship with the student client. This relationship helps to motivate students to attend sessions, to take risks in trying new strategies, and to create the conditions for positive change.
• The second type of goal is an outcome goal and refers to the actual changes that student clients make based on the counseling process. These goals are typically specific, measurable, and stated in the positive. They are developed collaboratively with student clients. You may have many goals for an individual, and need to prioritize. Goals related to safety take priority, typically followed by goals that are relevant to a school-based setting.

3. Describe the importance of case conceptualization in a school setting.

• Conceptualization is a problem solving process, a comprehensive examination of factors related to the current difficulties and possibilities for their resolution. Another perspective views case conceptualization as a type of working hypothesis about the causes and maintaining circumstances related to an individual’s presenting problem.
• Regardless of your theoretical orientation, you will use a similar process to consider the issues that are relevant to student clients with whom you are working. Berman (2010) recommended starting with a premise, as applied to your client, that describes the individual’s strengths and weaknesses within the context of the counselor’s theoretical model. This first element can be called any number of terms; basically it is your working hypothesis that frames your case conceptualization.
• The second major component of case conceptualization includes the supporting details. When working with children and adolescents, case conceptualization should include a consideration of development . Your case conceptualization should lead into your goals for counseling and your intervention plan. Newer models of case conceptualization also include a step geared toward rethinking one’s original ideas based on intervention outcomes.
• Case conceptualization includes an examination of the underlying cause of the presenting concern (i.e., the premise). An understanding of the cause likely follows from your own theoretical orientation. That is, if I believe that children’s problems are the result of faulty cognitions, I will likely explain or conceptualize a child’s presenting difficulty as related to maladaptive thinking. However, I must consider multiple aspects of a student client’s situation (i.e., supporting details) before I can come to that conclusion.
• It is also important to keep in mind that conceptualization is not a one-time finite component of counseling. Information is combined with theory; the context, student culture and history, and so forth. With that combined information, professional helpers generate hypotheses about how to assist the student.

4. Discuss the distinction between being “theoretically eclectic” and “technically eclectic”.

• A theoretically eclectic professional uses several different theories to conceptualize a case. For some practitioners, “eclectic” is not regarded highly as it is viewed as haphazard or “hodgepodge.” Others caution that in order to effectively practice in an eclectic manner, one must be highly skilled in the various theoretical models and competent in their application.
• Those who support technical eclecticism draw their interventions or strategies from a variety of theories to assist clients in overcoming challenges. The decision to supplement with other approaches is based on the specific needs of the client. Therefore, while it may be unlikely that your way of being and your way of understanding will change from client to client, it is quite possible that your way of intervening may vary.