Counseling Strategies and Interventions
UV
for Professional Helpers – 9th Edition
TEST BANK
IA
_A
PP
Sherry Cormier
RO
VE
Comprehensive Test Bank for Instructors and
Students
D?
© Sherry Cormier
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All rights reserved. Reproduction or distribution without permission is prohibited.
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©Medexcellence ✅��
, Contents
Syllabus ......................................................................................................................................................................... 1
CHAPTER 1 The Helping Professions ................................................................................................................... 4
UV
CHAPTER 2 The Helping Relationship ............................................................................................................... 10
CHAPTER 3 Communication Patterns in the Helping Process ............................................................................ 19
CHAPTER 4 Attending Skills .............................................................................................................................. 26
IA
CHAPTER 5 Listening Skills ............................................................................................................................... 33
CHAPTER 6 Action Skills.................................................................................................................................... 39
CHAPTER 7 Managing the Helping Sessions ...................................................................................................... 44
_A
CHAPTER 8 Conceptualizing Client Issues and Setting Change Goals ............................................................... 50
CHAPTER 9 Using Integrative Helping Strategies and Interventions .................................................................. 57
CHAPTER 10 Considerations and Challenges for Beginning Helpers ................................................................... 66
PP
Answer Key for Multiple Choice Questions ............................................................................................................ 74
RO
VE
D?
??
??
iii
, Chapter 1
The Helping Profession
CHAPTER OUTLINE
UV
What is Helping?
Helping Conditions
What Do Professional Helpers Do?
Settings in Which Helpers Work
School Settings
IA
Higher Education Settings
Community Settings
Religious Settings
Industrial and Employment Settings
Health Care and Rehabilitation Settings
_A
Military Settings
Helper Qualities and Skills
Virtue
Cultural Competence Skills
Neural Integration and Mindful Awareness
Resiliency
PP
Training and Credentialing of Professional Helpers
Summary
KEY WORDS
RO
Credentialing
Cultural competence
Cultural Context
Diversity
Ethical Code
Helping conditions
Mindful Awareness
VE
Multiculturalism
Neural Integration
Nonprofessional helper
Power
Privilege
Professional helper
D?
Professional helping
Resiliency
Training
Virtue
??
CHAPTER OVERVIEW
This chapter has examined the meaning of helping in the context of human concerns and who the helpers are.
Professional helpers are found in many settings and encounter a wide variety of human issues. Professional helpers
can be distinguished from nonprofessional helpers by their identification with a professional organization, their use
??
of an ethical code and standards of practice, and acknowledgment of an accrediting body that regulates their
training, certification, and licensing of their practice. The effective helper brings to the setting certain personal
qualities, without which the client would not likely enter into the alliance in which help occurs. These include
4
, character traits such as virtue and ethical decision making, mindful awareness or neural integration, resilience and
stamina, and cultural knowledge and sensitivity. The effective helper is committed to the sharing of resources,
power, and privilege across diverse clients. Although the exact parameters of these skills may be defined by the
helper’s theoretical orientation, there is no denying that the effective helper has them and the ineffective helper does
not. Increasingly, professional helpers are entering new employment settings and encountering more diverse groups
UV
of clients.
In the chapters that follow, we shall examine these skills and provide you with exercises and discussion
questions to help in your integration of the material. Chapter 2 will look at the helping relationship and conditions
that enable it to develop in positive directions to facilitate the client’s progress. Chapter 3 addresses the interpersonal
skills of the helper in regard to recognizing communication patterns. Chapters 4, 5, and 6 look at attending, listening
and action skills development. Chapter 7 addresses skills for effectively managing the counseling session. Chapters
IA
8 and 9 address the helper’s skills in conceptualizing issues and selecting and implementing strategies and
interventions. Finally, Chapter 10 explores common challenges for helpers. It is important to note that all of the
skills and processes we describe in the following chapters are affected by both the social milieu and the cultural
context of the practitioner and client.
_A
ACTIVITIES
1. Interview helping professionals who work in several different types of settings. Summarize your findings
either orally or in writing. What conclusions can you draw about helpers across settings? What did you learn
about the helper’s role in each setting? What fascinated you about the helpers and the settings you observed?
PP
REFLECTIVE QUESTIONS
1. In a small group of three to five class members, each of you should identify a preferred setting in which you
RO
would choose to be a professional helper. Discuss among yourselves why you chose this particular setting.
Does it have to do with your personal qualities? Your perception of the demands of the setting? Your
perception of the rewards of working in that setting? A combination thereof?
2. Now choose a second-most preferred setting. Continue the discussion as directed in Question 1. How did you
find your reactions to be different in this second discussion? What might you learn from these differences?
Did you perceive the other group members as having similar or different reactions to their second choices?
VE
What did you learn about them as a result? Share your reactions candidly.
3. Identify a person you have known who was, in your opinion, an exceptional helper. What qualities did this
person possess that contributed to his or her helping nature? How do you think these qualities were acquired?
Do you have any of these qualities?
D?
4. In your opinion, what does it mean to help? To give help? To receive help? How are these processes related?
5. What has had an impact on your decision to become a helper? Consider the following sources of influence:
your family of origin (the one in which you grew up), life experiences, role models, personal qualities, needs,
motivations, pragmatic concerns, culture, and environment.
??
??
5
UV
for Professional Helpers – 9th Edition
TEST BANK
IA
_A
PP
Sherry Cormier
RO
VE
Comprehensive Test Bank for Instructors and
Students
D?
© Sherry Cormier
??
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©Medexcellence ✅��
, Contents
Syllabus ......................................................................................................................................................................... 1
CHAPTER 1 The Helping Professions ................................................................................................................... 4
UV
CHAPTER 2 The Helping Relationship ............................................................................................................... 10
CHAPTER 3 Communication Patterns in the Helping Process ............................................................................ 19
CHAPTER 4 Attending Skills .............................................................................................................................. 26
IA
CHAPTER 5 Listening Skills ............................................................................................................................... 33
CHAPTER 6 Action Skills.................................................................................................................................... 39
CHAPTER 7 Managing the Helping Sessions ...................................................................................................... 44
_A
CHAPTER 8 Conceptualizing Client Issues and Setting Change Goals ............................................................... 50
CHAPTER 9 Using Integrative Helping Strategies and Interventions .................................................................. 57
CHAPTER 10 Considerations and Challenges for Beginning Helpers ................................................................... 66
PP
Answer Key for Multiple Choice Questions ............................................................................................................ 74
RO
VE
D?
??
??
iii
, Chapter 1
The Helping Profession
CHAPTER OUTLINE
UV
What is Helping?
Helping Conditions
What Do Professional Helpers Do?
Settings in Which Helpers Work
School Settings
IA
Higher Education Settings
Community Settings
Religious Settings
Industrial and Employment Settings
Health Care and Rehabilitation Settings
_A
Military Settings
Helper Qualities and Skills
Virtue
Cultural Competence Skills
Neural Integration and Mindful Awareness
Resiliency
PP
Training and Credentialing of Professional Helpers
Summary
KEY WORDS
RO
Credentialing
Cultural competence
Cultural Context
Diversity
Ethical Code
Helping conditions
Mindful Awareness
VE
Multiculturalism
Neural Integration
Nonprofessional helper
Power
Privilege
Professional helper
D?
Professional helping
Resiliency
Training
Virtue
??
CHAPTER OVERVIEW
This chapter has examined the meaning of helping in the context of human concerns and who the helpers are.
Professional helpers are found in many settings and encounter a wide variety of human issues. Professional helpers
can be distinguished from nonprofessional helpers by their identification with a professional organization, their use
??
of an ethical code and standards of practice, and acknowledgment of an accrediting body that regulates their
training, certification, and licensing of their practice. The effective helper brings to the setting certain personal
qualities, without which the client would not likely enter into the alliance in which help occurs. These include
4
, character traits such as virtue and ethical decision making, mindful awareness or neural integration, resilience and
stamina, and cultural knowledge and sensitivity. The effective helper is committed to the sharing of resources,
power, and privilege across diverse clients. Although the exact parameters of these skills may be defined by the
helper’s theoretical orientation, there is no denying that the effective helper has them and the ineffective helper does
not. Increasingly, professional helpers are entering new employment settings and encountering more diverse groups
UV
of clients.
In the chapters that follow, we shall examine these skills and provide you with exercises and discussion
questions to help in your integration of the material. Chapter 2 will look at the helping relationship and conditions
that enable it to develop in positive directions to facilitate the client’s progress. Chapter 3 addresses the interpersonal
skills of the helper in regard to recognizing communication patterns. Chapters 4, 5, and 6 look at attending, listening
and action skills development. Chapter 7 addresses skills for effectively managing the counseling session. Chapters
IA
8 and 9 address the helper’s skills in conceptualizing issues and selecting and implementing strategies and
interventions. Finally, Chapter 10 explores common challenges for helpers. It is important to note that all of the
skills and processes we describe in the following chapters are affected by both the social milieu and the cultural
context of the practitioner and client.
_A
ACTIVITIES
1. Interview helping professionals who work in several different types of settings. Summarize your findings
either orally or in writing. What conclusions can you draw about helpers across settings? What did you learn
about the helper’s role in each setting? What fascinated you about the helpers and the settings you observed?
PP
REFLECTIVE QUESTIONS
1. In a small group of three to five class members, each of you should identify a preferred setting in which you
RO
would choose to be a professional helper. Discuss among yourselves why you chose this particular setting.
Does it have to do with your personal qualities? Your perception of the demands of the setting? Your
perception of the rewards of working in that setting? A combination thereof?
2. Now choose a second-most preferred setting. Continue the discussion as directed in Question 1. How did you
find your reactions to be different in this second discussion? What might you learn from these differences?
Did you perceive the other group members as having similar or different reactions to their second choices?
VE
What did you learn about them as a result? Share your reactions candidly.
3. Identify a person you have known who was, in your opinion, an exceptional helper. What qualities did this
person possess that contributed to his or her helping nature? How do you think these qualities were acquired?
Do you have any of these qualities?
D?
4. In your opinion, what does it mean to help? To give help? To receive help? How are these processes related?
5. What has had an impact on your decision to become a helper? Consider the following sources of influence:
your family of origin (the one in which you grew up), life experiences, role models, personal qualities, needs,
motivations, pragmatic concerns, culture, and environment.
??
??
5
