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According to cultural relativism, what is normal?
A. Adherence to contextual values
B. Incongruence between behaviors and ideals
C. Conformity to social expectations
D. Ideal state of self-actualization
Answer: A
Explanation:
In clinical work, counselors must understand how definitions of "normal" and "abnormal" can vary across cultures and theoretical perspectives.
Cultural relativism holds that:
* There is no single universal standard of normality.
* Behavior is understood in the context of the values, norms, and expectations of a particular culture or context.
* What is considered healthy or deviant depends on culturally shaped value systems.
Thus, "normal" under cultural relativism is best captured by:
* D. Adherence to contextual values - that is, behavior is normal when it fits the values and norms of the specific cultural context in which the person lives.
Why the others are not correct under cultural relativism:
* A. Conformity to social expectations - close, but too general; it doesn't explicitly reference the cultural-contextual framework that relativism emphasizes.
* B. Ideal state of self-actualization - reflects more of a humanistic view, not cultural relativism.
* C. Incongruence between behaviors and ideals - describes distress or conflict, not a definition of normality.
Counselors are expected to incorporate this understanding when assessing behavior and distress across diverse populations, avoiding imposing one culture's standards on another.
NEW QUESTION # 152
An 18-year-old high school student is trying to make a decision about a major in college. The counselor would administer which of the following instruments to give the student the most helpful information?
A. Adjective Checklist
B. Harvard's Implicit Bias Test
C. Self-Directed Search
D. House-Tree-Person Test
Answer: C
Explanation:
The Career Development core area includes knowledge of career assessment instruments that help clients clarify interests, values, and career options, especially for decisions such as choosing a college major.
* The Self-Directed Search (SDS) is based on Holland's theory (RIASEC) and helps individuals identify their interest patterns and match them with career fields and college majors consistent with those interests. It is specifically designed for career exploration and educational planning, making it highly appropriate for an 18-year-old choosing a major.
* The House-Tree-Person Test is a projective personality assessment and is not designed for career or major selection.
* The Adjective Checklist is typically used for personality description or self-perception, not directly for choosing majors or careers.
* The Harvard Implicit Association Test (IAT) assesses implicit biases or attitudes, not vocational interests or educational choices.
Because the SDS directly links interests to college majors and occupations, the most helpful tool for this student's decision-making is B. Self-Directed Search.
NEW QUESTION # 153
Counselors who follow behavioral orientations to counseling believe that anxiety evolves from:
A. Inappropriate reactions to early childhood behavior
B. Lack of effective responses to problem situations
C. Discrepancies between the real and the ideal self
D. Overt inconsistencies in responding to the environment
Answer: B
Explanation:
Within the Counselor Work Behavior Areas, counselors are expected to understand the core assumptions of major counseling theories, including behavioral approaches. Behavioral theories view psychological issues, including anxiety, primarily in terms of learned behaviors and skills deficits, rather than unconscious conflicts or self-concept discrepancies.
From a behavioral orientation, anxiety is understood as:
* A response that has been learned and reinforced in certain situations.
* Often maintained because the person does not have effective, adaptive responses or coping skills for those situations.
* Reduced in the short term by avoidance, which then reinforces the anxious response in the long term.
Thus, Option B, lack of effective responses to problem situations, best reflects the behavioral view that anxiety develops and persists when individuals have inadequate or maladaptive behavioral repertoires for dealing with stressors.
Why the other options are incorrect:
* A. Inappropriate reactions to early childhood behavior - This suggests a more psychodynamic or relational focus on early childhood experiences, not a strictly behavioral explanation.
* C. Discrepancies between the real and the ideal self - This reflects humanistic/person-centered theory (Rogers), not behavioral theory.
* D. Overt inconsistencies in responding to the environment - While behaviorists pay attention to environmental contingencies, this option does not clearly capture the central behavioral idea that anxiety persists due to reinforced maladaptive responses and lack of effective alternatives.
This matches the Counselor Work Behavior Area requirement that counselors know how different theoretical orientations conceptualize the development and maintenance of client problems, including anxiety, so they can plan appropriate, evidence-based interventions.
NEW QUESTION # 154
The responsibility of fostering intermember interactions in an existential group rests with
A. Group members.
B. The group leader.
C. The group leader and strongest group members.
D. Group members and the leader.
Answer: B
Explanation:
Within the Group Counseling and Group Work core area, counselor training emphasizes that the group leader has primary responsibility for establishing and facilitating the group process, particularly in the early stages. In existentially oriented groups, the leader:
* Actively models authentic, present-centered interaction.
* Invites and structures here-and-now dialogue between members.
* Encourages members to move from speaking to the leader to speaking to one another.
Although an eventual goal is for members to assume more ownership of the interaction, the initial responsibility for fostering intermember interactions rests with the leader, who intentionally shapes a climate that supports genuine encounter, openness, and exploration of meaning.
Option A (group members alone) minimizes the leader's intentional facilitating role.
Option C (group members and leader) is partially true in practice, but exam content and theory place primary responsibility on the leader to initiate and sustain interaction patterns.
Option D (leader and strongest group members) is inconsistent with group counseling principles, which avoid privileging "strongest" members and instead promote shared participation.
Therefore, based on group leadership roles taught under the CACREP core area, the best answer is B. The group leader.
NEW QUESTION # 155
What term best describes a client's coping mechanism for feelings of inferiority and inadequacy?
A. Reaction formation
B. Compensation
C. Regression
D. Displacement
Answer: B
Explanation:
In Human Growth and Development, especially in Adlerian and psychodynamic theory content, counselors learn that:
* Compensation is a coping mechanism in which a person attempts to counterbalance perceived weaknesses or feelings of inferiority by emphasizing strengths in other areas.This directly matches the description of coping with feelings of inferiority and inadequacy, so A is correct.
The other terms reflect different mechanisms:
* Displacement (B): redirecting emotions from a threatening target to a safer one.
* Reaction formation (C): expressing the opposite of one's true feelings.
* Regression (D): reverting to earlier, more childlike behaviors under stress.
Therefore, the mechanism that best describes coping with feelings of inferiority is compensation.
NEW QUESTION # 156
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