Test Bank for The Skilled Helper A Problem-Management And OpportunityDevelopment Approach to Helping 11th Edition By Gerard Egan
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Test Bank for The Skilled Helper A Problem-Management And OpportunityDevelopment Approach to Helping 11th Edition By Gerard Egan
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1. The term “working alliance” refers to which of the following? a. The national association of counselors, social workers, and psychologists b. The relationship between the client and the mental health establishment c. The collaboration between client and helper based on their agreement to counseling goals and tasks d. The rules of counseling that define the schedule and any fees associated with the helping experience ANSWER: c POINTS: 1 DIFFICULTY: Medium REFERENCES: Understand What Makes Helping Relationships Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: EGAN.SKIL.19.03.01 – Understand What Makes Helping Relationships Work NATIONAL STANDARDS: United States – CSHSE 3.13c – The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioningUnited States – CSHSE 6.16c – Knowledge and skill development in the following areas: 1. Case management, 2. Intake interviewing, 3. Individual counseling, 4. Group facilitation and counseling, 5. Location and use of appropriate resources and referrals, and 6. Use of consultationUnited States – CSHSE 7.17d – Developing and sustaining behaviors that are congruent with the values and ethics of the professionUnited States – EPAS 6a – Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies DATE CREATED: 2/22/2018 5:27 AM DATE MODIFIED: 2/28/2018 2:09 AM |
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2. Which of the following is most accurate regarding the collaborative nature of the relationship between the helper and the client? a. The helper’s primary goal is to cure the client. b. Both the helper and the client have work to do in the problem-management and opportunity-development stages and tasks, and both have responsibilities related to outcomes. c. The helper must follow the stages and tasks of the helping process so that the client can be guided toward a successful outcome. d. The client needs to be as expressive and clear about problems as possible. ANSWER: b POINTS: 1 DIFFICULTY: Medium REFERENCES: Understand What Makes Helping Relationships Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: EGAN.SKIL.19.03.01 – Understand What Makes Helping Relationships Work NATIONAL STANDARDS: United States – CACREP 5a – Theories and models of counselingUnited States – CSHSE 3.13c – The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioningUnited States – CSHSE 6.16c – Knowledge and skill development in the following areas: 1. Case management, 2. Intake interviewing, 3. Individual counseling, 4. Group facilitation and counseling, 5. Location and use of appropriate resources and referrals, and 6. Use of consultationUnited States – CSHSE 7.17d – Developing and sustaining behaviors that are congruent with the values and ethics of the professionUnited States – EPAS 7c – Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies DATE CREATED: 2/22/2018 5:27 AM DATE MODIFIED: 2/28/2018 2:09 AM |
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3. Outcome research indicates that within the helping relationship, ____. a. the helping experience should be organized around the client’s resources, perceptions, experiences, and ideas b. the helper should regularly make every effort to help the client to see the truth of what is bothering the client c. helping is most successful when the helper helps the client to face difficult or painful feelings d. helping immediately exposes how social and cultural pressures have caused serious difficulties for the client ANSWER: a POINTS: 1 DIFFICULTY: Medium REFERENCES: Understand What Makes Helping Relationships Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: EGAN.SKIL.19.03.01 – Understand What Makes Helping Relationships Work NATIONAL STANDARDS: United States – CACREP 5j – Evidence-based counseling strategies and techniques for prevention and interventionUnited States – CSHSE 9.19b – Client self-determinationUnited States – EPAS 7d – Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies DATE CREATED: 2/22/2018 5:27 AM DATE MODIFIED: 2/28/2018 2:09 AM |
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4. Counseling research has found that clients typically begin improving ____. a. early in the treatment b. in the middle of the treatment c. later on in the treatment d. after finishing the treatment ANSWER: a POINTS: 1 DIFFICULTY: Medium REFERENCES: Understand What Makes Helping Relationships Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: EGAN.SKIL.19.03.01 – Understand What Makes Helping Relationships Work NATIONAL STANDARDS: United States – CACREP 5a – Theories and models of counselingUnited States – CSHSE 6.16c – Knowledge and skill development in the following areas: 1. Case management, 2. Intake interviewing, 3. Individual counseling, 4. Group facilitation and counseling, 5. Location and use of appropriate resources and referrals, and 6. Use of consultationUnited States – EPAS 8b – Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies DATE CREATED: 2/22/2018 5:27 AM DATE MODIFIED: 2/28/2018 2:09 AM |
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5. According to Egan, culture can be understood as which of the following? a. An individual’s racial or ethnic background and composition b. The kinds of music, visual arts, architecture, and literature in which an individual demonstrates the most interest and involvement c. Shared beliefs and assumptions interacting with shared values to produce shared norms driving shared behavior patterns d. The ways in which people interact in a society ANSWER: c POINTS: 1 DIFFICULTY: Medium REFERENCES: Develop a Proactive Appreciation of Diversity as a Sense-of-the World Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: EGAN.SKIL.19.03.05 – Develop a Proactive Appreciation of Diversity as a Sense-of-the World Value NATIONAL STANDARDS: United States – CACREP 2a – Multicultural and pluralistic characteristics within and among diverse groups nationally and internationallyUnited States – CSHSE 10.20c – Awareness of diversityUnited States – CSHSE 2.12f – Emphasis on context and the role of diversity (including, but not limited to ethnicity, culture, gender, sexual orientation, learning styles, ability, and socioeconomic status) in determining and meeting human needsUnited States – EPAS 2a – Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels DATE CREATED: 2/22/2018 5:27 AM DATE MODIFIED: 2/28/2018 10:24 AM |
Test Bank for The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping, 11th Edition by Gerard Egan
Overview: The Test Bank for The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping, 11th Edition by Gerard Egan is a valuable resource designed to assist educators in assessing students’ comprehension of the concepts, theories, and practical applications presented in the textbook. This edition updates the approach to problem management and opportunity development with the latest practices and insights in the field of helping professions.
Content Breakdown:
- Multiple Choice Questions:
- Purpose: To test students’ understanding of core concepts, theories, and techniques from the textbook.
- Topics Covered: Includes questions on the stages of the skilled helper model, specific problem-solving methods, key principles of effective helping, and differences between various helping approaches.
- True/False Questions:
- Purpose: To evaluate students’ ability to identify accurate and inaccurate statements about the helping process.
- Topics Covered: Questions may address theoretical concepts, practical applications, and common misconceptions related to the skilled helper model.
- Short Answer Questions:
- Purpose: To assess students’ ability to provide concise and precise explanations of key concepts and methods.
- Topics Covered: Students may be asked to define important terms, explain the stages of the helping model, or describe specific techniques and their uses.
- Essay Questions:
- Purpose: To gauge students’ ability to analyze, interpret, and discuss complex ideas in depth.
- Topics Covered: Essays might involve case study analyses, evaluations of different problem-management strategies, or discussions on integrating various helping techniques.
- Case Studies:
- Purpose: To provide practical scenarios that challenge students to apply the concepts and techniques from the textbook to real-world situations.
- Topics Covered: Students analyze and solve case studies using the skilled helper model, demonstrating their ability to apply theory to practice and propose effective solutions.
- Matching Questions:
- Purpose: To test students’ knowledge of key terms and their corresponding definitions or descriptions.
- Topics Covered: Includes matching helping techniques with their descriptions or key concepts with their theoretical foundations.
- Fill-in-the-Blank Questions:
- Purpose: To evaluate students’ recall of specific information and their understanding of core principles.
- Topics Covered: Students complete sentences or statements with relevant terms from the textbook, focusing on essential aspects of the helping process.
- Role-Play Scenarios:
- Purpose: To assess students’ ability to apply the skilled helper model in simulated helping situations.
- Topics Covered: Role-play scenarios require students to use the techniques and concepts from the textbook in hypothetical contexts, demonstrating their practical application skills.
Key Features:
- Comprehensive Coverage: The test bank covers a wide range of topics from the 11th Edition of The Skilled Helper, ensuring thorough assessment of students’ knowledge and skills.
- Varied Question Formats: Includes multiple question types to assess different levels of understanding, from basic recall to complex analysis and practical application.
- Alignment with Textbook: Questions are closely aligned with the content and objectives of the 11th Edition, reinforcing key learning outcomes and reflecting the material covered in the textbook.
- Practical Application: Emphasizes real-world application of the skilled helper approach, helping students connect theoretical knowledge with practical experience in problem management and helping professions.
Conclusion:
The Test Bank for The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping, 11th Edition by Gerard Egan is an essential tool for educators and students. It provides a comprehensive set of assessment questions designed to evaluate students’ understanding and application of the skilled helper model. This resource supports deeper learning and practical application of problem-management and opportunity-development techniques, crucial for success in helping professions.
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