front 1 Assessing competency to work with specific clients | back 1 - LPCs need to work within scope of competence, meaning all
counselors must have specialized academic training and receive
clinical supervision during prac and intern
- CEUs as another
way to learn skills
- If a counselor determines that a
particular intervention would be best for the client, AND that
counselor is not trained in it, then they have a responsibility to
refer out
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| back 2 systematically investigate an experience either to understand what
causes it or to develop a theory about how that experience can cause a
future event
- Deductive research
- inductive research
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| back 3 - focuses on a specific theory and then establishes hypotheses to
methodically test the theory in order to support or discredit
it
- often involved setting up experiments, trials, data
collection surveys
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| back 4 - examines info that's already available to high data trends and
make inferences on projections from those patterns
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| back 5 - determines how to structure a study based on several
factors
- Non-experimental quantitative research
- qualitative research
- experimental and quasi
experimental research
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| back 6 - uses logical, empirical methods of collecting information and
then is oftentimes analyzed using statistics
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front 7 non-experimental quantitative research | back 7 - includes forms of data collection where the researcher collects
data that's already available in some form; they then analyze the
data set to describe the relationship between pre-determined
variables
- includes surveys, correlational designs,
comparative designs
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| back 8 - type of non-experimental quantitative research
- generally used when research about a particular topic is limited
so that more information can be gathered to better shape the
research question/topic
- easy to use but can show
participant bias
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| back 9 - type of non experimental quantitative research
- analyze
the strength of a relationship between 2 variables in one group
- correlation coefficient (r) can range from -1 to +1. if r=0
there is no relationship. If r is negative, its an inverse
relationship. If r is positive, its a direct relationship.
- correlation does not mean causation just indicate that the two
variables either tend to occur (or not occur) together
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| back 10 - type of non experimental quantitative research
- examine
data trends to determine a relationship in two groups or datasets
that have already been established
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front 11 Qualitative research designs | back 11 - commonly used in social sciences
- focuses on the
analysis of a group of people to understand different aspects of
human bx, relationships, social interactions
- researchers
does not manipulate variables when conducting qualitative
research
- includes: case studies, focus groups, interviews,
observations
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| back 12 - type of qualitative research
- often record data over a
period of time to examine a specific variable of interest
- frequently look at how people relate to one another and/ or to
their physical or emotional environments
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| back 13 - type of qualitative research
- bring together a
relatively small group of individuals
- facilitator guides a
discussion within the group to discern information about individual
or collective viewpoints about a specific issue
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| back 14 - type of qualitative research
- more personal in nature
than other modes of qual research
- interviewer asks
individual/ group meaningful questions relating to the research
topic. Can be structured or unstructured
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| back 15 - type of qualitative research
- researcher watches the
individual/ group of interest
- observations can be done in a
very structured environment or within their natural environment and
the participant may or not know they are being observed
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front 16 experimental quantitative research | back 16 - uses a highly controlled process with the hope of determining a
causal relationship between one+ input (independent) variable and
one+ output (Dependent) variable
- uses random sampling and
assignment methods; uses a control group for comparison
- should be replicable
- goal: declare that a particular
variable is responsible for a particular outcome
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front 17 Quasi-experimental quantitative research | back 17 - like experimental quantitative research but does not use random
sampling or assignment in its studies
- consequently, often
produces results that don't apply to the population at large
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| back 18 - illustrates how well inferences made from a sample can predict
similar inferences in a larger population
- strong external
validity= allows the researcher to generalize to a larger group.
Looks to apply results of the study to the real world, essentially,
looking at population, environment, and time
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| back 19 - illustrates the integrity of the results obtained from a sample
set and indicates how reliably a specific study or intervention was
conducted
- strong internal validity= allows researcher to
confidently link a specific variable of the study to the
results
- can be threatened by= several independent variables
(could lead to confounding), bias, variables outside of the
researcher's control (environmental, etc)
- the more
controlled the study, the more internal validity
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| back 20 - method of collecting participants for a study
- stratified random sampling
- systematic random
sampling
- convenience sampling
- ad hoc
sampling
- purposive sampling
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front 21 Stratified random sampling | back 21 - researchers first examine the traits of the larger population;
they then divide the population into groups (Strata) based on those
traits. Researchers then randomly sample across each stratum ti
create the final sample set for the study
-
Pros: represents
the target population, so very high validity. Sampling is so
specific so smaller samples can be used
-
Cons: can be
tedious because they need to know the population inside out to
properly create stratum
-
When to use: high
controlled experiment setting; demographic, social, economic
characteristics are of special interest; researchers are studying
relationships btwn two subsets within the larger population
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front 22 Systematic random sampling | back 22 - researchers pick a random integer (n) and select the every nth
parson
-
Pros: simple, cost
effective that generally provides random sampling. ensure sampling
occurs evenly throughout entire population
-
Cons: researchers
need to ensure that the original target population is randomized and
that every individual has equal probability of being selected. Need
to be familiar with the demographics of the target population to
ensure that certain trends don't appear and skew results
-
When to use:
highly controlled experiment setting; researchers are short on time
or funding, cost efficient
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| back 23 - non-probability sampling where researchers select participants
who are easily accessible due to factors like location
-
Pros: saves times,
cost effective
-
Cons: highly prone
to bias, difficult to generalize to larger population
-
When to use:
conducting initial trials oof a new study, when researchers are
simply looking for basic info about larger population
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| back 24 - non-probability sampling
- researchers must meet a set
quota for certain characteristics and can recruit any participant as
long as the have the desired characteristics
-
Pros: allows for
greater inclusion of a population that might not otherwise be
represented
-
Cons: results won't
be indicative of the actual population in an area
-
When to use: its
necessary that a group within a larger group needs a set level of
presentation w/in the study
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| back 25 - non-probability sampling
- used when researchers have
precise purpose or target population in mind
-
Pros: helps
increase recruitment numbers in hard to access pops.
-
Cons: usually
unable to generalize the results to a larger population beyond the
sample's specific subset
-
When to Use:
researchers have a precise purpose for the study or specific group
of participants is required that isn't easy to select through
probability sampling methods
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| back 26 - nominal= category variables (gender, height)
- ordinal=ranked variables (Likert scales, 1-10)
- interval= equally spaced variables (temperature, minutes)
- ratio= describes anything with a true zero (angles, dollars,
etc)
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front 27 variable vs independent variable vs dependent variable | back 27 - variable= one factor in a study
- independent=
controlled by the researchers and influences the dependent
variable
- dependent= the factor that's typically measured and
recorded by the researcher
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front 28 null vs alternative hypotheses | back 28 - null= declares there is no relationship between two
variables
- alternative=declares a specific relationship btwn
two variables, or simply states that the null is rejected
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| back 29 - Type I error= comes from rejecting the null when its true (aka
there is no relationship btwn the variables but the researcher says
there is)
- Type II error= fails to reject the null when its
false (aka there is a relationship between the variables when the
researcher says there isn't)
- these errors exist when
studies have weak external validity
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| back 30 - used to determined probability that the difference of means is
statistically significant
- comparing two separate sample
sets
- when used= normal distributions and low standard
deviations
- if t test statistic corresponds with less than 5%
probability of chance, then its seen as statistically
significant
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| back 31 - analysis of variance test
- examines the means of 2+
sample sets to see if its statistically significant
- more
efficient and accurate and t tests
- can be used to analyze
differences in sample sets when there are multiple dependent and
independent variables
- How they work: create ratios of
variance btwn and within the sample sets to determine whether the
differences are statistically significant.
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| back 32 - analysis of covariance, a type of ANOVA
- used to
control for potential confounding variables
- like
controlling for age, grade level, etc
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| back 33 - analyzes data between independent groups BUT focuses on
variables that have categorical data
- usually used when
researcher has large, normally distributed unpaired sample sets
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front 34 Bivariate tabular analysis | back 34 - basic analysis used when the value of an independent variable
is known to predict an exact value of the dependent variable
- commonly illustrated by an XY plot.... once all the values are
plotted, a relationship (or lack) can be seen between the
independent and dependent variable
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| back 35 - performed after other running other tests where it was
determined that statistically significant differences DO exist
between the sample
- the researchers can pick and choose
specific groups to analyze similarities adn differences
- includes Least Significant Difference test, Tukeys, confidence
intervals, etc.
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| back 36 - used when datasets don't have pre-set parameters, are skewed in
distribution, or includes outliers
- less likely to be valid
in showing strong relationships, similarities, or difference btwn
groups
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| back 37 - exists as a resource to provide clear guidelines to counselors
to practice by and as a resource for counselors to consult when
facing an ethical decision
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front 38 6 Core values of ACA code of ethics | back 38 - autonomy= freedom to govern one's own choices for the
future
- nonmaleficence= causing the least amount of harm as
possible
- beneficence=promoting health and welling for the
good of the person/ society
- justice= treating each
individual with fairness and equality
- fidelity= displaying
trust in professional relationships and maintaining promises
- Veracity= making sure to provide the truth in all situations and
contacts
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front 39 Sections of ACA Code of Ethics | back 39 - the counseling relationship
- confidentiality and
privacy
- professional responsibility
- relationships
with other professionals
- evaluation, assessment, and
interpretation
- supervision, training, and teaching
- research and publication
- distance counseling, tech,
social media
- resolving ethical issues
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front 40 The counseling relationship | back 40 - one area of the code of ethics
- based in trust;
counselors have obligation to make sure confidentiality and privacy
rights of clients are protected
- includes informed
consent
- open communication necessary
- includes how to
work with mandated clients (seek transparency)
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front 41 confidentiality and privacy | back 41 - one area of the code of ethics
- trust as cornerstone of
the counseling relationship; counselors must ensure privacy of
clients in regards to multicultural considerations, disclosure of
docs to appropriate professionals, and speaking to clients re limits
of privacy
- exceptions to privacy: potential for serious
harm to others, end of life decisions, info re life threatening
diseases, and court ordered disclosure
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front 42 professional responsibility | back 42 - one area of the code of ethics
- only practice w/in
their knowledge
- refrain from practicing what they don't
know
- continuing education
- monitor own health and
wellness
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front 43 relationship with other professionals | back 43 - one area of the code of ethics
- part of being on an
interdisciplinary team
- should be respecftul of other
approaches as long as they are grounded in science/ evidenced
base
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front 44 evaluation, assessment, and interpretation | back 44 - one area of the code of ethics
- assessments are need to
properly plan for client's tx
- clients have right to know
the results the testing
- be aware of cultural factors
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front 45 supervision, training, and teaching | back 45 - important to foster appropriate relationships
- continuing education as important for a supervisor
- maintaining food professional boundaries with supervisees,
etc
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| back 46 - one area of the code of ethics
- adhere to federal,
state, agency and institutional policies when dealing with
confidentiality
- keep the rights of the participants in
mind
- take care not to exaggerate/ manipulate findings, even
if they are unfavorable
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front 47 distance counseling, tech, and social media | back 47 - one area of the code of ethics
- confidentiality and
privacy of distanced counseling
- be aware of laws of each
states, especially if client is in a different state than
counselor
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| back 48 - one area of the code of ethics
- counselors must act in
an ethical and legal manner when dealing with clients and other
professionals
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| back 49 occur when 3 things are present:
- counselor must make a decision
- there are different
decisions that could be made
- an ethical ideal with be
conceded no matter what decision is made
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front 50 Steps to resolve ethical dilemmas | back 50 - determine: is there a dilemma?
- identify: whare are the
core standards and values involved?
- rank values and ethical
principles in order of importance
- develop: make a plan
- implement: put the plan into place
- reflect: evaluate
the decision making process
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| back 51 - ethical dilemma
- code of ethics clearly explains that
dual relationships should be avoided as this can lead to
exploitation
- does recognize there may be times when dual
relationships cannot be avoided: having two jobs and maybe a client
is at one of those jobs
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| back 52 when counselor does not intent to create a dual relationship but
inadvertently does so |
| back 53 when a dual relationship is established that is inherently coercive
or manipulative and therefore harmful to the client |
front 54 professional boundary issues | back 54 - occurs when counselors have multiple types of relationships
with a client (professional, business, or personal)
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front 55 types of boundary issues when working with clients | back 55 - intimate contact= refers to things like hugging a client at the
end of a working relationship or patting a client on the hand while
they're crying. Sexual relationship falls in this category, too
- personal gain= instances in which counselor engages in an
activity with a client that results on a monetary benefit to the
counselor
- emotional and dependency issues= refers to
instances in which a counselor's own personal issues cause the
counselor to have impaired judgement, possibly resulting in boundary
issues
- altruistic instincts= a counselor's own good
intentions and concerns for a client can result in boundary
violations and confusion about the relationship between the
counselor and the client
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front 56 Guidelines for setting and maintaining professional boundaries | back 56 - counselors should examine their motivations for giving extra
time/ attention to the client
- avoid encouraging clients to
contact the counselor thru personal channels
- established
clear agreements with clients during the initial sessions about the
role of the counselor and the dynamics of the client-counselor
relationship
- limit self disclosure
- avoid social
media within professional practice
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| back 57 body of mandates that is created and passed by us congress and state
legislatures. this guides the practice of counselors |
| back 58 - mandate= set of rules and regulations set forth by governing
bodies that must be followed when practicing counseling
- guidelines= suggestions on how to meet mandates
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front 59 stages of the counseling process | back 59 - rapport building and trust
- counselor ID problems that
led client to counseling
- counselor uses skills to
understand client in deeper way (using client hx, theoretical
orientation, etc)
- client takes responsibility for and
actively works on the identified issues during and btwn session
- end of sessions is discussed, and prepare for closure
- termination and post0interview stage
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front 60 Relationship Phase of counseling | back 60 - counselor and client will go thru this process together 4 stage
- initiation/ entry phase= intro to counseling process,
sets the stage for the development of the therapeutic
relationship
- clarification phase= defines the problem and
the need for therapeutic rx
- structure phase= counselor
defines the specifics of the relationship, its intended
outcomes, and responsibilities of both parties
- relationship phase= client and counselor have developed a
relationship and will work toward mutually agreed upon
goals
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front 61 counseling relationship stages | back 61 - exploration of feelings and defining of problem= use rapport
building, define structure of the counseling process, and work with
client on goal setting
- consolidation= process of clients
integrating the info and guidance from counselor, allowing them to
gain additional coping skills and ID alternate ways to problem
solve
- planning= clients can begin employing techniques
learned in counseling and prepare to manage on their own
- termination=ending of the therapeutic relationship. client feels
equipped to manage problems independently
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| back 62 - document signed by both parties agreeing to provide or receive
a service
- includes:
- qualifications/
credentials
- risks and benefits
- goal
expectations
- counselors theoretical orientation
- right to termination by either party
- transfer of
service to another provider
- confidentiality and
limits
- expectations of fees, payment methods, and
cancellation policies
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| back 63 when the client misdirects feelings about another person onto the counselor
- if not recognized or explained, this can damage or hinder the
working relationship or client's progress
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