NYSTCE CST SCHOOL COUNSELOR (193) PRACTICE EXAM QUESTIONS WITH CORRECT DETAILED ANSWERS | ALREADY GRADED A+RECENT VERSION

NYSTCE CST SCHOOL COUNSELOR (193) PRACTICE EXAM QUESTIONS WITH CORRECT DETAILED ANSWERS | ALREADY GRADED A+RECENT VERSION 1) Psychoanalytic Theory - ANSWER A theory developed by Freud that attempts to explain personality, motivation, and mental disorders by focusing on unconscious determinants of behaviour 2) Application of Psychoanalytic theory in therapy - ANSWER - Understanding underlying issues: Helping students explore unconscious motivations that may affect their behaviour and academic performance. - Developing insight: Assisting students in understanding how past experiences influence present behaviour. - Emotional expression: Providing a safe space for students to express and process complex emotions. 3) Behavioural Theory - ANSWER Use of reinforcement methods to change learners' behaviours 4) Application of Behavioural theory in therapy - ANSWER - Positive reinforcement: Using rewards to reinforce desirable behaviours such as attendance, homework completion, and participation. - Behaviour modification plans: Implementing strategies to reduce disruptive behaviours in the classroom. - Skills Training: Teaching social skills, study skills, and coping mechanisms. 5) Cognitive Theory - ANSWER A theory of human development that focuses on changes in how people think over time. According to this theory, our thoughts shape our attitudes, beliefs, and behaviours. 6) Application of Cognitive theory in therapy - ANSWER - Anxiety: Helping clients identify and challenge anxious thoughts. - Depression: Addressing negative beliefs about oneself, the world, and the future. - Stress Management: Developing more adaptive thinking patterns to cope with stress. 7) Cognitive behavioural therapy (CBT) - ANSWER A popular integrative therapy that combines cognitive therapy (changing self-defeating thinking) with behaviour therapy (changing behaviour) 8) Application of CBT - ANSWER - Problem-solving skills: CBT helps students develop strategies to tackle academic and personal problems. - Stress management: Techniques like cognitive restructuring can reduce anxiety related to exams and peer pressure. - Behavioural interventions: Techniques like setting goals and self-monitoring can improve study habits and classroom behaviour. 9) Humanistic Theory - ANSWER View personality with a focus on the potential for healthy personal growth 10) Application of Humanistic theory in therapy - ANSWER Person- Centered Therapy - Empathy and unconditional positive regard: Creating a supportive environment where students feel valued and understood. - Self-concept: Helping students build a positive self-image, which can enhance motivation and academic performance. - Active listening: Encouraging students to express their feelings and thoughts, promoting emotional regulation and interpersonal skills. 11) Holistic Theory - ANSWER All parts of the brain are involved in the processing of thought and action 12) Application of Holistic theory in therapy - ANSWER Existential Therapy - Meaning and purpose: Helping students explore their values, goals, and sense of purpose. - Authenticity: Encouraging students to be true to themselves and make choices that align with their values. - Coping with existential anxiety: Assisting students in dealing with issues related to identity, freedom, and responsibility. 13) Integrating theories into education counselling setting - individual - ANSWER - Individual counselling sessions: Providing one-on-one support tailored to the specific needs of students. - Teacher training: Equipping teachers with counselling skills and strategies to support students in the classroom. 14) Integrating theories into education counselling setting - group - ANSWER - Group counselling: Facilitating peer support groups that address common issues such as stress, bullying, and social skills. 15) Integrating theories into education counselling setting - classroom - ANSWER - Classroom interventions: Implementing programs and activities that promote mental health and well-being. 16) Integrating theories into education counselling setting - teacher - ANSWER - Teacher training: Equipping teachers with counselling skills and strategies to support students in the classroom. 17) Solution Focused Brief Therapy (SFBT) - ANSWER A postmodern approach to therapy that provides a context whereby individuals focus on recovering and creating solutions rather than talking about their problems. 18) Application of Solution- Focused Brief Therapy (SFBT) - ANSWER - Goal setting: Assisting students in setting and achieving short-term academic and personal goals. - Identifying strengths: Focusing on students' successes and capabilities to build confidence and resilience. - Constructive feedback: Providing positive reinforcement and encouragement to foster a growth mindset. 19) Adlerian Therapy - ANSWER Alfred Adler. It is a holistic and goal-oriented approach that emphasizes understanding individuals within their social context. Adler believed that human behaviour is purposeful, and that people are motivated by a desire to achieve personal goals and overcome feelings of inferiority. 20) Application of Adlerian Therapy in counselling - ANSWER - Social interest and community feeling: Promoting a sense of belonging and cooperation within the school environment. - Encouragement: Helping students overcome feelings of inferiority and develop a sense of competence. - Life tasks: Addressing key areas such as friendship, love, and work, relevant to students' development. 21) Reality Therapy - ANSWER Treatment that emphasizes personal responsibility for actions and their consequences 22) Application of Reality therapy in counselling - ANSWER - Choice theory: Teaching students about personal responsibility and the impact of their choices on their academic and social life. - Problem-solving: Encouraging practical solutions to academic and behavioural issues. - Self-evaluation: Helping students assess their actions and make plans for improvement. 23) Stages of Group Counselling - ANSWER 1. Forming 2. Storming 3. Norming 4. Performing 5. Adjourning 24) Forming Stage - ANSWER Members are getting to know each other and the group leader. Leader: Introductions, establish goals, rules, and connections between members. 25) Storming Stage - ANSWER Conflicts are prerequisite to comfort, authentic expressions from group members allow for individual identities to emerge. Leader: Allow all voices to be heard, cultivate safety, bring attention to group process/dynamics, make observations and give feedback. 26) Norming Stage - ANSWER Through expressions from group members, new norms are created. Cohesion/support is fostered, group begins to work collaboratively. Leader: Help negotiate and monitor use of new rules, encourage equal participation towards goal. 27) Performing Stage - ANSWER Group is centered on the task - group members are focused. Leader: Encourage more interpersonal engagement, encourage decision making, help resolve conflicts (if needed). 28) Adjourning Stage - ANSWER Group tasks or goals are met; learning is transferred to life outside of group. Leader: Summarize and reflect on learnings, help transfer learning, facilitate termination. 29) Types of Groups - ANSWER 1. Task/ Work groups 2. Psychoeducational groups 3. Counselling groups 5. Psychotherapy groups 6. Mix-groups 30) Task/ Work Groups - ANSWER - Foster efficient and effective accomplishment of group tasks among people who gathered to accomplish group task goals - Emphasize accomplishment and efficiency in successfully completing identified tasks through collaboration 31) Counselling Groups - ANSWER - Preventative, growth orientated, and remedial - May be referred to as interpersonal problem- solving groups - Emphasize improvement of interpersonal relationships and intrapersonal growth of members - Although goals are personal, the group as a whole may also share them - Often, topics covered are developmental or situational - Dialogical, process- centered. While developmental considerations for content made across K-12, the goal is dialogue 32) Psychotherapy Groups - ANSWER - Address personal and interpersonal problems of living... among people who pay be experiencing severe and/ or chronic maladjustment - Are remedial in nature and emphasize helping people with serious psychological problems of long duration by confronting them with their unconscious conflicts so that they may be resolved - Found most often in mental health facilities, such as clinics and hospitals 33) Mixed Groups - ANSWER - Encompass multiple ways of working with group members and may change their emphasis at different times in the development of the group - Self-help and support groups, as an example, are often psychoeducational, psychotherapeutic, and task driven. Leadership may be by a professional helper or support group member 34) School- Based Groups - ANSWER - Balancing content (Psychoeducational group) & process (counselling group) in group planning/ facilitation - Require facilitators to possess specific skills and competencies to successfully guide students as they work through commonplace developmental (academic, social/ emotional, and career) and situational issues 35) Importance of Process in Groupwork - ANSWER - Process groups are effective in high schools school for social emotional concerns, but harder to use to address specific goals (attendance, dropout, academic performance, etc) - Empathy groups can expand vocabulary of feelings - Through the social interactions, this type of small group can help students develop a stronger sense of personal meaning, cope better with daily stresses, and express more effectively through their culture 36) The use of content/ psyched in groupwork - ANSWER - Incorporate process but are structured, curriculum driven, and skill based. - Group members undergo educational experience where they learn and practice new behaviours and skills for school success. 37) Cultural Competence in Groupwork - ANSWER - Acknowledge that culture and power are always present - Develop multicultural and social justice competences - Lean into difficult conversations - Consider possibilities for action - Facilitate with mindfulness and reflexivity