SOLUTION MANUAL
SOLUTION MANUAL
, TABLE OF CONTENTS
Chapter 1 What Counseling Is and How It Works
Chapter 2 Foundations of Counseling: Basics of History and Research
Chapter 3 Settings for Counseling
Chapter 4 The Therapeutic Relationship
Chapter 5 Insight-Oriented Approaches
Chapter 6 Action-Oriented Approaches
Chapter 7 Integrating Theory and Counseling Skills
Chapter 8 Assessment, Testing, and the Diagnostic Process
Chapter 9 Group Counseling
Chapter 10 Marital, Family, and Sex Counseling
Chapter 11 Career Counseling
Chapter 12 Addictions Counseling and Psychopharmacology
Chapter 13 Counseling Diverse Clients
Chapter 14 Ethical and Legal Issues
Chapter 15 Toward Closure: Advice for the Passionately Committed Counseling Student
,NOTE TO INSTRUCTORS
Teaching an introductory counseling course is among the most difficult challenges. There is so
much content to cover in the course—history, foundations, theory, ethics, specialties,
professional identity, plus an overview of counselor roles and responsibilities. As if the content
alone is not daunting enough, there is the sheer breadth and scope of material to be introduced.
There is the challenge to balance the content with process, since so much of what counseling is
all about involves experiential learning.
There are also problems related to measuring learning that takes place in a beginning counseling
course. We can attempt to assess how much students recognize familiar terms and concepts
(multiple choice exams), how much they can recall information (short essays), or their
conceptual grasp of ideas (papers and take home exams). Each of these methods have their
advantages, which is why we have included several different options for you to consider.
We have always preferred to teach this course by employing as many different methods of
pedagogy as we can think of to keep things interesting, stimulating, informative, and fun. We
generally begin each class by asking students to “check in” with whatever they have been
thinking about, reflecting on, or processing since the previous class. We then ask for any
questions or concerns that came up for them, either from the reading, discussions, or
assignments.
The DVD accompanying the text is one of the methods that we use to stimulate questions or
concerns. Early in the semester, the entire DVD can be assigned to introduce students to the field
and stir up a whole host of thoughts and reflections. Assigning individual video segments can
also serve as a stimulus.
After the warm-up phase in each class, we generally do a mini-lecture/demonstration of some
concept theory, or conceptual idea that needs elaborating from the chapter. We do this early,
before students become tired and restless. We may show the relevant video segment from the
DVD accompanying the book, but we also like showing a non-counseling-related movie -- in
short, any stimulus to get students engaged. Then we put them in groups and give them
something to do. We have included most of our favorite group activities and exercises at the end
of each chapter in the text. Our goal is to provide students with opportunities to apply ideas to
their own lives, to practice new skills, and to build relationships with one another. In a course as
content-dense as this one, we make a great effort to balance the intellectual material with
structures that provide for emotional, interpersonal, moral, and spiritual connections. To promote
these goals, we often give students “field assignments” to do, sometimes as part of their breaks.
They may be asked to go on campus and interview people about some particular subject, or to
meet in groups of three and discuss the areas they feel most confused about. We take great pride
in students not being able to predict what exactly will happen in the next class. This keeps things
from being boring, which was always a major concern of ours when we were students.
After having taught this course over so many years, we have experimented with a variety of
teaching strategies, as well as testing measures. We have always found multiple choice exams so
easy to administer (especially when the questions are available electronically, as is the case with
this manual), however we have been concerned that they do not really measure the things we
, consider most important to learn. On the other hand, we like the way the threat of such an exam
forces students to read the text carefully, study compulsively, and even meet in study groups to
prepare for the ordeal.
Short essay exams have also worked well for us. They are not too difficult to grade. Rather than
getting at mere recognition of correct answers, or discrimination between options, this format
forces students to organize what they know, recall supporting content, and to communicate
clearly and concisely. One problem, though, is the amount of stress students go through worrying
about how they will perform.
That is why we have also liked using reflective papers and take home exams as a way to force
students to integrate and personalize what they have learned. We do not find it nearly as
convenient to read such material, nor are they easy to grade, but students generally appreciate the
freedom to demonstrate what they have learned in individual ways.
Depending on your own teaching style, goals, and class structure, you probably prefer one
method of evaluation over others. It is for this reason that we have provided you with several
different options.
MULTIPLE CHOICE EXAM FORMAT
Although we have provided a bank of traditional multiple choice questions, we have a number of
concerns about the validity and usefulness of this evaluation method, especially for counseling
courses. Nevertheless, because of expediency, convenience, objectivity, and other factors, such a
format for assessing student recognition of information has its advantages.
We have found that by making a small adjustment in the way questions are presented, a number
of student concerns can be minimized. In an “Extended Multiple Choice Exam” (Jones &
Kottler, 1996), instructions are modified so that students may either select the correct choice
and/or they may explain and/or justify their answer. Space is provided at the end of each
question for students to demonstrate their understanding of the concept. Students may therefore
receive full credit by writing an extended answer (usually there is not enough time to do this with
more than a dozen questions).
Such an extended format has a number of advantages over traditional exams:
1. Students complain less about poorly constructed or ambiguous questions since they
are given the opportunity to explain what they know.
2. Students have more freedom in how they can respond to a question.
3. Students who know the material but cannot figure out the correct answer can still
demonstrate their knowledge of the underlying concept.
4. Students report such exams appear to be fairer.
SOLUTION MANUAL
, TABLE OF CONTENTS
Chapter 1 What Counseling Is and How It Works
Chapter 2 Foundations of Counseling: Basics of History and Research
Chapter 3 Settings for Counseling
Chapter 4 The Therapeutic Relationship
Chapter 5 Insight-Oriented Approaches
Chapter 6 Action-Oriented Approaches
Chapter 7 Integrating Theory and Counseling Skills
Chapter 8 Assessment, Testing, and the Diagnostic Process
Chapter 9 Group Counseling
Chapter 10 Marital, Family, and Sex Counseling
Chapter 11 Career Counseling
Chapter 12 Addictions Counseling and Psychopharmacology
Chapter 13 Counseling Diverse Clients
Chapter 14 Ethical and Legal Issues
Chapter 15 Toward Closure: Advice for the Passionately Committed Counseling Student
,NOTE TO INSTRUCTORS
Teaching an introductory counseling course is among the most difficult challenges. There is so
much content to cover in the course—history, foundations, theory, ethics, specialties,
professional identity, plus an overview of counselor roles and responsibilities. As if the content
alone is not daunting enough, there is the sheer breadth and scope of material to be introduced.
There is the challenge to balance the content with process, since so much of what counseling is
all about involves experiential learning.
There are also problems related to measuring learning that takes place in a beginning counseling
course. We can attempt to assess how much students recognize familiar terms and concepts
(multiple choice exams), how much they can recall information (short essays), or their
conceptual grasp of ideas (papers and take home exams). Each of these methods have their
advantages, which is why we have included several different options for you to consider.
We have always preferred to teach this course by employing as many different methods of
pedagogy as we can think of to keep things interesting, stimulating, informative, and fun. We
generally begin each class by asking students to “check in” with whatever they have been
thinking about, reflecting on, or processing since the previous class. We then ask for any
questions or concerns that came up for them, either from the reading, discussions, or
assignments.
The DVD accompanying the text is one of the methods that we use to stimulate questions or
concerns. Early in the semester, the entire DVD can be assigned to introduce students to the field
and stir up a whole host of thoughts and reflections. Assigning individual video segments can
also serve as a stimulus.
After the warm-up phase in each class, we generally do a mini-lecture/demonstration of some
concept theory, or conceptual idea that needs elaborating from the chapter. We do this early,
before students become tired and restless. We may show the relevant video segment from the
DVD accompanying the book, but we also like showing a non-counseling-related movie -- in
short, any stimulus to get students engaged. Then we put them in groups and give them
something to do. We have included most of our favorite group activities and exercises at the end
of each chapter in the text. Our goal is to provide students with opportunities to apply ideas to
their own lives, to practice new skills, and to build relationships with one another. In a course as
content-dense as this one, we make a great effort to balance the intellectual material with
structures that provide for emotional, interpersonal, moral, and spiritual connections. To promote
these goals, we often give students “field assignments” to do, sometimes as part of their breaks.
They may be asked to go on campus and interview people about some particular subject, or to
meet in groups of three and discuss the areas they feel most confused about. We take great pride
in students not being able to predict what exactly will happen in the next class. This keeps things
from being boring, which was always a major concern of ours when we were students.
After having taught this course over so many years, we have experimented with a variety of
teaching strategies, as well as testing measures. We have always found multiple choice exams so
easy to administer (especially when the questions are available electronically, as is the case with
this manual), however we have been concerned that they do not really measure the things we
, consider most important to learn. On the other hand, we like the way the threat of such an exam
forces students to read the text carefully, study compulsively, and even meet in study groups to
prepare for the ordeal.
Short essay exams have also worked well for us. They are not too difficult to grade. Rather than
getting at mere recognition of correct answers, or discrimination between options, this format
forces students to organize what they know, recall supporting content, and to communicate
clearly and concisely. One problem, though, is the amount of stress students go through worrying
about how they will perform.
That is why we have also liked using reflective papers and take home exams as a way to force
students to integrate and personalize what they have learned. We do not find it nearly as
convenient to read such material, nor are they easy to grade, but students generally appreciate the
freedom to demonstrate what they have learned in individual ways.
Depending on your own teaching style, goals, and class structure, you probably prefer one
method of evaluation over others. It is for this reason that we have provided you with several
different options.
MULTIPLE CHOICE EXAM FORMAT
Although we have provided a bank of traditional multiple choice questions, we have a number of
concerns about the validity and usefulness of this evaluation method, especially for counseling
courses. Nevertheless, because of expediency, convenience, objectivity, and other factors, such a
format for assessing student recognition of information has its advantages.
We have found that by making a small adjustment in the way questions are presented, a number
of student concerns can be minimized. In an “Extended Multiple Choice Exam” (Jones &
Kottler, 1996), instructions are modified so that students may either select the correct choice
and/or they may explain and/or justify their answer. Space is provided at the end of each
question for students to demonstrate their understanding of the concept. Students may therefore
receive full credit by writing an extended answer (usually there is not enough time to do this with
more than a dozen questions).
Such an extended format has a number of advantages over traditional exams:
1. Students complain less about poorly constructed or ambiguous questions since they
are given the opportunity to explain what they know.
2. Students have more freedom in how they can respond to a question.
3. Students who know the material but cannot figure out the correct answer can still
demonstrate their knowledge of the underlying concept.
4. Students report such exams appear to be fairer.
