Test Bank For Theories of Personality 11th Edition by Duane P. Schultz

Test Bank For Theories of Personality 11th Edition by Duane P. Schultz

Chapter 3—Carl Jung: Analytical Psychology

MULTIPLE CHOICE

1.Jung’s view of personality differs from Freud’s in that Jung:

ANS: A

PTS: 1

A-HEAD: Introduction

REF: 82

FEEDBACK: A significant point of difference between Jung’s view and Freud’s view of personality revolved around the unconscious. Rather than minimizing the role of the unconscious Jung placed an even greater emphasis on it than Freud did. He probed more deeply into the unconscious and added an entirely new dimension: the inherited experiences of all human and even prehuman species.

2.Jung’s theory is concerned with:

ANS: A

PTS: 1

A-HEAD: Introduction

REF: 82

FEEDBACK: He probed more deeply into the unconscious and added an entirely new dimension: the inherited experiences of all human and even prehuman species. Although Freud had recognized the influence of inherited primal experiences, Jung made it the core of his system of personality.

3.Carl Jung’s childhood experiences included:

ANS: D

PTS: 1

A-HEAD: The Life of Jung (1875–1961)

REF: 82

FEEDBACK: Jung’s difficult and unhappy childhood years were marked by deaths and funerals, neurotic parents in a failing marriage, religious doubts and conflicts, bizarre dreams and visions, and a wooden doll for his only companion. Although kind and tolerant, Jung’s father experienced periods of moodiness and irritability and failed to be the strong authority figure his son needed. Jung’s mother was by far the more powerful parent, but her emotional instability led her to behave erratically.

4.Jung’s early life was characterized by:

ANS: B

PTS: 1

A-HEAD: The Life of Jung (1875–1961)

REF: 82

FEEDBACK: Jung’s difficult and unhappy childhood years were marked by deaths and funerals, neurotic parents in a failing marriage, religious doubts and conflicts, bizarre dreams and visions, and a wooden doll for his only companion.

5.Jung’s theory of personality differs sharply from Freud’s concerning the:

ANS: D

PTS: 1

A-HEAD: The Life of Jung (1875–1961)

REF: 83

FEEDBACK: Jung’s loneliness is reflected in his theory, which focuses on the inner growth of the individual rather than on relationships with other people. In contrast, Freud’s theory is concerned more with interpersonal relationships, perhaps because Freud, unlike Jung, did not have such an isolated and introverted childhood.

6.Jung broke from Freud’s concepts because:

ANS: A

PTS: 1

A-HEAD: The Life of Jung (1875–1961)

REF: 84

FEEDBACK: Jung had his own ideas and unique view of the human personality, and when he began to express these notions to Freud, it became inevitable that they would part. They severed their relationship in 1913.

7.How did Carl Jung overcome his neurotic disturbance, which later influenced his theory of personality?

ANS: B

PTS: 1

A-HEAD: The Life of Jung (1875–1961)

REF: 85

FEEDBACK: Jung overcame his neurotic disturbance by confronting his unconscious through the exploration of his dreams and fantasies. Out of Jung’s confrontation with his unconscious he fashioned his approach to personality. Jung established his theory on an intuitive base, which derived from his personal experiences and dreams.

8.Identify an area of disagreement between Jung and Freud.

ANS: D

PTS: 1

A-HEAD: Psychic Energy: The Basis of Jung’s System

REF: 86

FEEDBACK: One of the first points on which Jung disagreed with Freud involved the nature of libido.

Jung did not believe that libido was primarily a sexual energy; he argued instead that it was a broad, undifferentiated life energy.

9.Jung considered libido as:

ANS: A

PTS: 1

A-HEAD: Psychic Energy: The Basis of Jung’s System

REF: 86

FEEDBACK: To Jung, libido meant a broader and more generalized form of psychic energy. Jung did not believe that libido was primarily a sexual energy; he argued instead that it was a broad, undifferentiated life energy.

10.What is the term given by Carl Jung for “personality”?

ANS: B

PTS: 1

A-HEAD: Psychic Energy: The Basis of Jung’s System

REF: 86

FEEDBACK: Jung used the term libido in two ways: first, as a diffuse and general life energy, and second, from a perspective similar to Freud’s, as a narrower psychic energy that fuels the work of the personality, which he called the psyche. It is through psychic energy that psychological activities such as perceiving, thinking, feeling, and wishing are carried out.

Topic: Test Bank for Theories of Psychotherapy & Counseling: Concepts and Cases, 5th Edition, International Edition by Richard S. Sharf

The Test Bank for “Theories of Psychotherapy & Counseling: Concepts and Cases, 5th Edition, International Edition” by Richard S. Sharf is a comprehensive academic resource designed to support educators in assessing students’ understanding of the various psychotherapy and counseling theories covered in the textbook. This edition provides a global perspective on psychological theories and their applications, making it suitable for international academic environments.

Key Features:

1. Comprehensive Coverage of Psychotherapy Theories:
   • The test bank covers a broad spectrum of psychotherapeutic approaches, including psychoanalytic, behavioral, cognitive, humanistic, existential, and integrative models. This ensures that students are well-versed in the foundational and contemporary theories of psychotherapy and counseling.
2. Case-Based Questions:
   • Many questions in the test bank are based on case studies presented in the textbook. These case-based questions challenge students to apply theoretical concepts to real-world scenarios, enhancing their practical understanding of how different therapeutic approaches are used in practice.
3. Diverse Question Formats:
   • The test bank includes various types of questions such as multiple-choice, true/false, short answer, and essay questions. This variety allows educators to assess students’ knowledge, analytical abilities, and critical thinking skills across different types of assessments.
4. Focus on Conceptual Understanding:
   • Questions are designed to test students’ grasp of key concepts, principles, and techniques within each psychotherapeutic theory. This includes understanding the historical development of each theory, its core assumptions, therapeutic goals, and specific interventions.
5. Cross-Cultural and International Perspectives:
   • The international edition of the test bank emphasizes the cultural and contextual factors that influence the application of psychotherapy theories in different cultural settings. Questions may focus on how theories are adapted or modified to suit diverse populations and global contexts.
6. Integration of Theory and Practice:
   • The test bank encourages students to integrate theoretical knowledge with practical skills. For instance, questions may ask students to suggest appropriate interventions for hypothetical clients based on their understanding of a particular theory.
7. Ethical Considerations:
   • The test bank includes questions that explore the ethical issues related to psychotherapy and counseling. This ensures that students are not only knowledgeable about the theories but also aware of the ethical responsibilities involved in applying these theories in practice.
8. Instructor Flexibility:
   • The test bank is designed to be flexible, allowing instructors to customize assessments to fit the specific learning objectives of their courses. Whether the course is introductory or advanced, instructors can select questions that best match the academic level and focus of their curriculum.

Content Areas Covered:

• Psychoanalytic and Psychodynamic Theories:
  • Questions assess students’ understanding of the principles of psychoanalysis, including concepts such as the unconscious mind, defense mechanisms, transference, and the therapeutic relationship.
• Behavioral Theories:
  • The test bank includes questions on classical and operant conditioning, social learning theory, and behavioral techniques such as systematic desensitization and exposure therapy.
• Cognitive and Cognitive-Behavioral Theories:
  • Students are tested on their knowledge of cognitive restructuring, the ABC model, and the integration of cognitive and behavioral techniques in Cognitive-Behavioral Therapy (CBT).
• Humanistic and Existential Theories:
  • Questions cover key concepts of humanistic and existential approaches, such as self-actualization, person-centered therapy, existential anxiety, and the role of the therapist as a facilitator of personal growth.
• Integrative and Eclectic Approaches:
  • The test bank assesses students’ ability to understand and apply integrative approaches that combine elements from various theories to create a comprehensive treatment plan.
• Contemporary and Emerging Therapies:
  • Questions explore newer approaches such as mindfulness-based therapies, acceptance and commitment therapy (ACT), and multicultural counseling practices.
• Case Conceptualization and Treatment Planning:
  • The test bank challenges students to conceptualize cases and develop treatment plans based on the theories covered in the textbook. This ensures that students can translate theoretical knowledge into practical application.

Conclusion:

The Test Bank for “Theories of Psychotherapy & Counseling: Concepts and Cases, 5th Edition, International Edition” by Richard S. Sharf is an invaluable tool for educators teaching courses on psychotherapy and counseling. It provides a rigorous means of evaluating students’ understanding of a wide range of psychotherapeutic theories and their ability to apply these theories in real-world contexts. With its emphasis on case-based learning, cross-cultural perspectives, and ethical considerations, this test bank equips students with the knowledge and skills necessary to succeed in the field of psychotherapy and counseling across diverse settings.