Research self-efficacy is defined as:
a. the belief in the importance of research.
b. the confidence in one's ability to successfully complete various research-related tasks.
c. a person's interest in participating or engaging in research.
d. the amount of research a person engages in.
Q. 2Existential counseling requires facing the reality of death, loneliness, and responsibility for one's life. This requires the counselor to promote __________ in the client.
a. answers
b. courage
c. self-centeredness
d. affirmation
Q. 3Transference can best be defined by which statement below?
a. The counselor ascribing a personal thought, feeling, or impulse to the client
b. The client projecting attributes from unresolved issues with primary caregivers to the counselor
c. The counselor identifying with the experiences and feelings of the client
d. The client's confusion of past experiences with the present reality
Q. 4A qualitative study conducted by Schlosser et al. (2003) to analyze the satisfaction amonggraduate students about their relationships with their respective advisors showed that:
a. unsatisfied students sought out external resources in spite oftheir advisors being able to meet their needs.
b. unsatisfied students were found typically to have infrequent individual meetings.
c. satisfied students were assigned to their advisors.
d. satisfied students avoided conflict in advisory relationships.
Q. 5Jose is contemplating dropping out of college to tour with his band. In therapy, he expresses experiencing moments of _____________, where he has intense awareness of how each decision irrevocably shapes his life.
a. normal anxieties
b. death anxiety
c. existential angst
d. neuroses
Q. 6Psychoanalytic and psychodynamic approaches share the basic practice of which of the following?
a. Analyzing the family genogram
b. Conceptualizing negative problem talk
c. Fostering client insight into their personality dynamics
d. Working through client-therapist dynamics toward action
Q. 7Identify a factor that was included in the short version of the revised Research Training Environment Scale (RTES-R) by Kahn and Miller (2000).
a. Subjective dimension
b. Structural dimension
c. Instructional dimension
d. Global dimension
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