ELLIS (RATIONAL-EMOTIVE THERAPY) ABCDE Model
RET is a Cognitive-Behavioral Therapy. One of its principles is that individuals have the potential for rational thinking. In RET, self-talk is considered to be the source of emotional disturbance.
A Activating event
B Belief
C Consequent affect
D Disputing of the irrational belief
E Effect
Rational emotive therapy, developed by Albert Ellis in the 1950’s, envisions emotional consequences as being created by an individual’s belief system, rather than by significant causal events, with individual intrapersonal and interpersonal life being the source of growth and happiness. Each of us is born with abilities to create or destroy, to relate or withdraw, to choose or not choose, to like or dislike, all affected by our individual culture and environment, family, and social group. The counselor’s aim, then, is to use rational-emotive methods to help the client to desire rather than demand, positively change those parts of his or herself that the client wants to change, and accept what cannot be changed.
According to Ellis, people possess innate capacities for self-preservation and self-destruction, rationality and irrationality. Since others’ influence is strongest during the early years, individuals’ early family environments are of major importance. Individuals can and do perceive, think, emote, and behave at the same time, meaning that cognitive, connotative, and motoric behaviors co-exist. Perceptions, thoughts, emotions, and actions (from which spring both normal and abnormal behaviors) are all key elements in the rational-emotive client/counselor relationship. The counselor also must remain accepting of the client and at the same time, critical of that client’s negative behavior when necessary, illustrating deficiencies, and, if the client remains dependent, emphasizing independent self-discipline. Because of its cognitive core, rational-emotive therapy does not require a “warm” relationship between counselor and client.
Rational-emotive therapy employs various methods to help clients achieve basic cognitive changes that can mean changes in an individual’s belief system and values. Among these techniques are didactic discussion, behavior modification, bibliotherapy, audiovisual aids, activity based homework, role-playing, assertion training, desensitization, humor, operant conditioning, suggestion, and emotional support. Usually, general rational-emotive therapy (learning appropriate behaviors) is included in preferential rational-emotive therapy (learning to internalize logic and empirical thinking to counter irrational ideas and behaviors). Since in this model the true cause of an individual’s problems is adherence to dogmatic and irrational beliefs, he or she needs to see that the difficulty results from those beliefs (instead of antecedent causes and conditions), that problems will not go away by themselves, and that those problems can be eliminated or minimized through rational-emotive thinking and action.
The active-directive approach of rational-emotive therapy treats the client holistically, with emphasis on the biological factors of personality development. In order to help the client replace self-defeating outlooks with a realistic and acceptable world-view, rational-emotive therapists identify and strongly challenge their clients’ irrational beliefs.
http://crcexam.com
Wednesday, December 22, 2010
Thursday, December 16, 2010
12 Americans with Disabilities Act (ADA)
ADA:
The intent of the Americans with Disabilities Act (ADA) is to protect the civil rights of disabled United States citizens. The first of its five titles (Title I) prohibits employment discrimination towards disabled citizens among certain classes of employers, including public sector employers and employers of 15 or more employees. These employers must accommodate disabled employees through actions such as job restructuring and changing work station layouts, unless this causes undue hardship to the employer. Title II ensures that Public Services will be provided to disabled individuals, particularly public transportation. Discrimination (based on disability) in the provision of services or goods is prohibited by Title III, Public Accommodations. Title IV prohibits time limitations or higher rates for telecommunication services for hearing or speech impaired. Title V covers miscellaneous provisions, including prohibition of discrimination based on an individual’s involvement with an ADA complaint.
http://crcexam.com
The intent of the Americans with Disabilities Act (ADA) is to protect the civil rights of disabled United States citizens. The first of its five titles (Title I) prohibits employment discrimination towards disabled citizens among certain classes of employers, including public sector employers and employers of 15 or more employees. These employers must accommodate disabled employees through actions such as job restructuring and changing work station layouts, unless this causes undue hardship to the employer. Title II ensures that Public Services will be provided to disabled individuals, particularly public transportation. Discrimination (based on disability) in the provision of services or goods is prohibited by Title III, Public Accommodations. Title IV prohibits time limitations or higher rates for telecommunication services for hearing or speech impaired. Title V covers miscellaneous provisions, including prohibition of discrimination based on an individual’s involvement with an ADA complaint.
http://crcexam.com
Wednesday, December 8, 2010
11 Job Descriptors
Physical demands of a job are described from the more demanding jobs that require strength for lifting to less physically demanding jobs that require skills such as seeing. Physical conditions vary from quiet indoor jobs with no extremes of temperature to noisy outdoor jobs with extremes of temperature, moisture, vibrations, and work hazards. Specific vocational preparation is symbolized by numbers ranging from 1 (short demonstration only) to 9 (10 years or more of training/education).
The Office of Employment Statistics rates skill levels in 3 categories:
unskilled (svp is 1-2)
semi-skilled (svp 3-6) and
skilled (svp 7-9).
http://crcexam.com
The Office of Employment Statistics rates skill levels in 3 categories:
unskilled (svp is 1-2)
semi-skilled (svp 3-6) and
skilled (svp 7-9).
http://crcexam.com
Monday, December 6, 2010
10 Neuro-Linguistic Programming (NLP)
WHAT IS NLP?
NLP is one of the fastest growing fields of applied psychology. It is
about creativity, learning and change, and how you construct your
reality.
THE ORIGINS OF NLP
In the mid-seventies, Tom Peters was looking for the strategies for
excellence in organisations. At about the same time, John Grinder and
Richard Bandler were looking for the strategies for excellence at the
individual level. Under the influence of the profoundly original British
thinker, Gregory Bateson, John and Richard modeled the skills of some
of the leading masters of communication and personal change.
They called what they were doing Neuro-Linguistic Programming.
‘Neuro’ refers to the neurological processes of seeing, hearing,
feeling, smell and taste, which form the basic building blocks of our
experience.
‘Linguistic’ refers to the ways we use language to represent our
experience and communicate with others.
‘Programming’ refers not to programming, as in computers, but rather to
the strategies we use to organize these inner processes to produce
results.
By developing a practical understanding of how we learn, we can
learn how to achieve results that often seem magical. Put simply, the
world we each live in is not the real world. It is a model of the world
that we create unconsciously and live in as though it were real. Most
human problems derive from the models in our heads rather than from the
world as it really is. As you develop your practical understanding of
how these inner models work, you can learn to change unhelpful
habits, thoughts, feelings and beliefs for more useful ones. NLP skills
offer specific and practical ways of making desired changes in your own
and others’ behavior. NLP is the “know how” that works for human
behavior! So now you can ask yourself: how would you like to redesign
your life? And what could you achieve in both your personal and
professional life if you know how?
HOW DOES NLP WORK?
Modeling skills lie at the heart of NLP. They are the tools of the
study of human excellence and from that study, patterns emerge:
patterns of similarity, patterns of difference. Modeling enables us to
discover the difference between competence and excellence in any given
area of human activity. Increasingly, NLP is being used to cultivate the
skills of outstanding performance in training, business, management,
sales, coaching, counseling, education, sports, and the performing
arts. Within each field, the NLP modeling process is producing many
skills, techniques and ways of thinking that significantly improve
bottom line results.
NLP increases awareness and choice. The skills offer you a practical
way of achieving a highly generative learning ability with which to
produce better results in the areas of your choice. Learning to learn
more effectively may be one of the best investments you can make in a
changing world.
Q: What are the presuppositions of NLP? A: Here are some of them.
1.No one is wrong or broken. People work perfectly to accomplish what
they are currently accomplishing.
2.People already have all the resources they need.
3.Behind every behavior is a positive intention.
4.Every behavior is useful in some context.
5.The meaning of a communication is the response you get.
6.If you aren’t getting the response you want, do something different.
7.There is no such thing as failure. There is only feedback.
8.In any system, the element with the most flexibility exerts the most influence.
9.The map is not the territory.
10.If someone can do something, anyone can learn it.
11.You cannot fail to communicate.
http://crcexam.com
NLP is one of the fastest growing fields of applied psychology. It is
about creativity, learning and change, and how you construct your
reality.
THE ORIGINS OF NLP
In the mid-seventies, Tom Peters was looking for the strategies for
excellence in organisations. At about the same time, John Grinder and
Richard Bandler were looking for the strategies for excellence at the
individual level. Under the influence of the profoundly original British
thinker, Gregory Bateson, John and Richard modeled the skills of some
of the leading masters of communication and personal change.
They called what they were doing Neuro-Linguistic Programming.
‘Neuro’ refers to the neurological processes of seeing, hearing,
feeling, smell and taste, which form the basic building blocks of our
experience.
‘Linguistic’ refers to the ways we use language to represent our
experience and communicate with others.
‘Programming’ refers not to programming, as in computers, but rather to
the strategies we use to organize these inner processes to produce
results.
By developing a practical understanding of how we learn, we can
learn how to achieve results that often seem magical. Put simply, the
world we each live in is not the real world. It is a model of the world
that we create unconsciously and live in as though it were real. Most
human problems derive from the models in our heads rather than from the
world as it really is. As you develop your practical understanding of
how these inner models work, you can learn to change unhelpful
habits, thoughts, feelings and beliefs for more useful ones. NLP skills
offer specific and practical ways of making desired changes in your own
and others’ behavior. NLP is the “know how” that works for human
behavior! So now you can ask yourself: how would you like to redesign
your life? And what could you achieve in both your personal and
professional life if you know how?
HOW DOES NLP WORK?
Modeling skills lie at the heart of NLP. They are the tools of the
study of human excellence and from that study, patterns emerge:
patterns of similarity, patterns of difference. Modeling enables us to
discover the difference between competence and excellence in any given
area of human activity. Increasingly, NLP is being used to cultivate the
skills of outstanding performance in training, business, management,
sales, coaching, counseling, education, sports, and the performing
arts. Within each field, the NLP modeling process is producing many
skills, techniques and ways of thinking that significantly improve
bottom line results.
NLP increases awareness and choice. The skills offer you a practical
way of achieving a highly generative learning ability with which to
produce better results in the areas of your choice. Learning to learn
more effectively may be one of the best investments you can make in a
changing world.
Q: What are the presuppositions of NLP? A: Here are some of them.
1.No one is wrong or broken. People work perfectly to accomplish what
they are currently accomplishing.
2.People already have all the resources they need.
3.Behind every behavior is a positive intention.
4.Every behavior is useful in some context.
5.The meaning of a communication is the response you get.
6.If you aren’t getting the response you want, do something different.
7.There is no such thing as failure. There is only feedback.
8.In any system, the element with the most flexibility exerts the most influence.
9.The map is not the territory.
10.If someone can do something, anyone can learn it.
11.You cannot fail to communicate.
http://crcexam.com
Tuesday, November 30, 2010
09 Probability
Probability
Event - any specific collection of the possible outcomes of a random phenomenon.
Frequency of an event - the number of times the event occurs in a sequence of repetitions of the random phenomenon.
Relative Frequency of an event - the fraction or proportion of repetitions on which the event occurs. A relative frequency is always a number between 0 and 1.
Probability of an event - if in a long sequence of repetitions the relative frequency of an event approaches a fixed number that number is the probability of the event. A probability is always a number between 0 (the event never occurs) and 1 (the event always occurs).
http://crcexam.com
Event - any specific collection of the possible outcomes of a random phenomenon.
Frequency of an event - the number of times the event occurs in a sequence of repetitions of the random phenomenon.
Relative Frequency of an event - the fraction or proportion of repetitions on which the event occurs. A relative frequency is always a number between 0 and 1.
Probability of an event - if in a long sequence of repetitions the relative frequency of an event approaches a fixed number that number is the probability of the event. A probability is always a number between 0 (the event never occurs) and 1 (the event always occurs).
http://crcexam.com
Monday, November 29, 2010
08 Frequency Tables and Graphs
Frequency Tables
The frequency of any value of any variable is the number of times that value occurs in the data. That is, a frequency is a count.
The relative frequency of any value is the proportion or fraction or percent of all observations that have that value.
Data are univariate when only one variable is measured on each unit.
Data are bivariate when two variables are measured on each unit.
Data are multivariate when more than one variable is measured on each unit.
Graphs
Line graphs - show the trend of a variable over time.
Bar graphs - compare the values of several variables. Often, the values compared are frequencies or relative frequencies of outcomes of a nominal variable.
Scatter plots - graph bivariate data when both variables are measured in an interval/ratio or ordinal scale. Units for one variable are marked on the horizontal axis and units for the other on the vertical axis. The independent variable should always go on the horizontal axis when one of the variables is an independent and one a dependent variable.
Solomon is identified with the concept of a research design with three or four groups.
Spearman is responsible for the coefficient of correlation for rank-ordered data.
The calculated and critical “t values” are compared to determine whether or not to reject the Null Hypothesis.
In general, research is theory oriented and evaluation is outcome oriented.
http://crcexam.com
The frequency of any value of any variable is the number of times that value occurs in the data. That is, a frequency is a count.
The relative frequency of any value is the proportion or fraction or percent of all observations that have that value.
Data are univariate when only one variable is measured on each unit.
Data are bivariate when two variables are measured on each unit.
Data are multivariate when more than one variable is measured on each unit.
Graphs
Line graphs - show the trend of a variable over time.
Bar graphs - compare the values of several variables. Often, the values compared are frequencies or relative frequencies of outcomes of a nominal variable.
Scatter plots - graph bivariate data when both variables are measured in an interval/ratio or ordinal scale. Units for one variable are marked on the horizontal axis and units for the other on the vertical axis. The independent variable should always go on the horizontal axis when one of the variables is an independent and one a dependent variable.
Solomon is identified with the concept of a research design with three or four groups.
Spearman is responsible for the coefficient of correlation for rank-ordered data.
The calculated and critical “t values” are compared to determine whether or not to reject the Null Hypothesis.
In general, research is theory oriented and evaluation is outcome oriented.
http://crcexam.com
Wednesday, November 24, 2010
07 Trait Theories
Trait Theories
Standing apart from psychoanalysis, the field of personality psychology was developed in the 1930’s by Harvard theorists Murray and Allport, and worked by, among others, Cattell.
Allport -- saw personality less as a reaction to outside events than as a changing, internal process. Personality traits run from being specific to a certain behavior to a general way of being in the world. Three kinds of traits grouped by Allport are:
common traits -- comparing people in the same culture
personal traits -- five to ten traits used to describe a particular person
cardinal traits -- contributing to a dominant feature in someone’s personality
Allport also concluded that you can understand a person’s philosophy of life by finding out what his or her set of values is (those Harvard guys really have some insight). Allport, Vernon, and Lindzey created the Study of Values assessment, measuring moral/ethical world view according to six attitudinal categories: theoretical, economic, aesthetic, social, political, and religious.
http://crcexam.com
Standing apart from psychoanalysis, the field of personality psychology was developed in the 1930’s by Harvard theorists Murray and Allport, and worked by, among others, Cattell.
Allport -- saw personality less as a reaction to outside events than as a changing, internal process. Personality traits run from being specific to a certain behavior to a general way of being in the world. Three kinds of traits grouped by Allport are:
common traits -- comparing people in the same culture
personal traits -- five to ten traits used to describe a particular person
cardinal traits -- contributing to a dominant feature in someone’s personality
Allport also concluded that you can understand a person’s philosophy of life by finding out what his or her set of values is (those Harvard guys really have some insight). Allport, Vernon, and Lindzey created the Study of Values assessment, measuring moral/ethical world view according to six attitudinal categories: theoretical, economic, aesthetic, social, political, and religious.
http://crcexam.com
Monday, November 22, 2010
06 Cognitive Therapy
What is cognitive therapy?
Cognitive therapy is a widely used form of psychotherapy that focuses on changing dysfunctional cognitions (thoughts), emotions, and behavior. This computerized learning program emphasizes the form of cognitive therapy developed over the last thirty years by Aaron T. Beck and coworkers. Cognitive therapy is based on the theory that individuals with depression, anxiety, and other emotional disorders have maladaptive patterns of information processing and related behavioral difficulties.
One of the primary targets of cognitive therapy is the identification of negative or distorted automatic thoughts. These cognitions are the relatively autonomous thoughts that occur rapidly while an individual is in the midst of a particular situation or is recalling significant events from the past. Patients with depression and anxiety have many more negative or fearful automatic thoughts than control subjects, and these distorted cognitions stimulate painful emotional reactions. In addition, negative automatic thoughts can be associated with behaviors (e.g., helplessness, withdrawal, or avoidance) that make the problem worse. In depression or anxiety disorders, there is often a “vicious cycle” of dysfunctional cognitions, emotions, and behaviors.
Automatic thoughts are frequently based on faulty logic or errors in reasoning. Cognitive therapy is directed, in part, at helping patients recognize and change these cognitive errors (sometimes called cognitive distortions). Some of the commonly described cognitive errors include: all or nothing thinking, personalization, ignoring the evidence, and overgeneralization. In cognitive therapy, patients are usually taught how to detect cognitive errors and to use this skill in developing a more rational style of thinking.
Another focus of cognitive therapy is on underlying schemas. These cognitive structures are thought to be the templates, or basic rules, for interpreting information from the environment. Schemas (sometimes termed core beliefs) can be either adaptive or maladaptive. Cognitive therapists assist patients in modifying problematic schemas. Generally, cognitive therapy for dysfunctional schemas is more complex and demanding than therapeutic work with automatic thoughts.
Cognitive therapy also includes a number of behavioral interventions such as activity scheduling and graded task assignments. These procedures are used to reverse behavioral pathology and to influence cognitive functioning. The relationship between cognition and behavior is considered to be a “two way street.” If behavior improves, there is usually a salutatory effect on cognition. In a similar manner, cognitive changes can lead to behavioral gains. Thus, cognitive therapists often combine cognitive and behavioral techniques in clinical practice.
What is the research background of cognitive therapy?
Cognitive therapy is the most heavily researched form of psychotherapy. Multiple well controlled outcome studies have shown cognitive therapy to be an effective treatment for depression. Also, cognitive therapy has been found to be a particularly useful intervention for panic disorder and social phobia. Other conditions for which cognitive therapy has been proven useful include psychophysiological disorders, bulimia, and cocaine abuse. Research on cognitive therapy for a wide variety of disorders has been reviewed by Wright and Beck (1995).
How is cognitive therapy conducted?
Usually cognitive therapy is a short-term treatment lasting from 10-20 sessions. Therapists are more active than in many other types of treatment for emotional disorders. A strong therapeutic relationship is encouraged between clinician and patient. This relationship has been termed collaborative empiricism because therapist and patient work together as a team to examine: 1) the validity of cognitions and 2) the effectiveness of behavior patterns.
In the early phase of cognitive therapy, emphasis is placed on establishing a good working relationship and on teaching the patient the basic principles of this treatment approach. Usually, examples from the patient’s current life situation are used to demonstrate the effects of automatic thoughts and cognitive errors. Therapy is most often focused on the “here and now” and is directed at specific problems or areas of concern. Homework assignments are used from the beginning of treatment to reinforce learning and to encourage behavioral change.
The middle portion of therapy is devoted to modifying dysfunctional patterns of information processing and behavior. Frequently used cognitive interventions include thought recording, identifying cognitive errors, examining the evidence, and developing rational alternatives. A number of behavioral techniques may also be employed, such as activity scheduling, graded task assignments, or desensitization procedures. The therapist asks frequent questions designed to stimulate a more rational cognitive style. Also, self-help is encouraged by in vivo therapeutic exercises and continued homework assignments.
The final phase of treatment is concerned with reinforcing skills learned earlier in therapy and in preparing patients for managing problems on their own. One of the goals of cognitive therapy is to learn methods that will have positive effects in reducing the risk of relapse. Thus, many cognitive therapists help their patients prepare for stressful situations that might trigger the return of symptoms. During the later portions of therapy, more intensive work may be needed to revise deeply held schemas. Change in these underlying attitudes is thought to be an important factor in the long-term effects of cognitive therapy.
http://crcexam.com
Cognitive therapy is a widely used form of psychotherapy that focuses on changing dysfunctional cognitions (thoughts), emotions, and behavior. This computerized learning program emphasizes the form of cognitive therapy developed over the last thirty years by Aaron T. Beck and coworkers. Cognitive therapy is based on the theory that individuals with depression, anxiety, and other emotional disorders have maladaptive patterns of information processing and related behavioral difficulties.
One of the primary targets of cognitive therapy is the identification of negative or distorted automatic thoughts. These cognitions are the relatively autonomous thoughts that occur rapidly while an individual is in the midst of a particular situation or is recalling significant events from the past. Patients with depression and anxiety have many more negative or fearful automatic thoughts than control subjects, and these distorted cognitions stimulate painful emotional reactions. In addition, negative automatic thoughts can be associated with behaviors (e.g., helplessness, withdrawal, or avoidance) that make the problem worse. In depression or anxiety disorders, there is often a “vicious cycle” of dysfunctional cognitions, emotions, and behaviors.
Automatic thoughts are frequently based on faulty logic or errors in reasoning. Cognitive therapy is directed, in part, at helping patients recognize and change these cognitive errors (sometimes called cognitive distortions). Some of the commonly described cognitive errors include: all or nothing thinking, personalization, ignoring the evidence, and overgeneralization. In cognitive therapy, patients are usually taught how to detect cognitive errors and to use this skill in developing a more rational style of thinking.
Another focus of cognitive therapy is on underlying schemas. These cognitive structures are thought to be the templates, or basic rules, for interpreting information from the environment. Schemas (sometimes termed core beliefs) can be either adaptive or maladaptive. Cognitive therapists assist patients in modifying problematic schemas. Generally, cognitive therapy for dysfunctional schemas is more complex and demanding than therapeutic work with automatic thoughts.
Cognitive therapy also includes a number of behavioral interventions such as activity scheduling and graded task assignments. These procedures are used to reverse behavioral pathology and to influence cognitive functioning. The relationship between cognition and behavior is considered to be a “two way street.” If behavior improves, there is usually a salutatory effect on cognition. In a similar manner, cognitive changes can lead to behavioral gains. Thus, cognitive therapists often combine cognitive and behavioral techniques in clinical practice.
What is the research background of cognitive therapy?
Cognitive therapy is the most heavily researched form of psychotherapy. Multiple well controlled outcome studies have shown cognitive therapy to be an effective treatment for depression. Also, cognitive therapy has been found to be a particularly useful intervention for panic disorder and social phobia. Other conditions for which cognitive therapy has been proven useful include psychophysiological disorders, bulimia, and cocaine abuse. Research on cognitive therapy for a wide variety of disorders has been reviewed by Wright and Beck (1995).
How is cognitive therapy conducted?
Usually cognitive therapy is a short-term treatment lasting from 10-20 sessions. Therapists are more active than in many other types of treatment for emotional disorders. A strong therapeutic relationship is encouraged between clinician and patient. This relationship has been termed collaborative empiricism because therapist and patient work together as a team to examine: 1) the validity of cognitions and 2) the effectiveness of behavior patterns.
In the early phase of cognitive therapy, emphasis is placed on establishing a good working relationship and on teaching the patient the basic principles of this treatment approach. Usually, examples from the patient’s current life situation are used to demonstrate the effects of automatic thoughts and cognitive errors. Therapy is most often focused on the “here and now” and is directed at specific problems or areas of concern. Homework assignments are used from the beginning of treatment to reinforce learning and to encourage behavioral change.
The middle portion of therapy is devoted to modifying dysfunctional patterns of information processing and behavior. Frequently used cognitive interventions include thought recording, identifying cognitive errors, examining the evidence, and developing rational alternatives. A number of behavioral techniques may also be employed, such as activity scheduling, graded task assignments, or desensitization procedures. The therapist asks frequent questions designed to stimulate a more rational cognitive style. Also, self-help is encouraged by in vivo therapeutic exercises and continued homework assignments.
The final phase of treatment is concerned with reinforcing skills learned earlier in therapy and in preparing patients for managing problems on their own. One of the goals of cognitive therapy is to learn methods that will have positive effects in reducing the risk of relapse. Thus, many cognitive therapists help their patients prepare for stressful situations that might trigger the return of symptoms. During the later portions of therapy, more intensive work may be needed to revise deeply held schemas. Change in these underlying attitudes is thought to be an important factor in the long-term effects of cognitive therapy.
http://crcexam.com
Thursday, November 18, 2010
05 Pyromania and Pathological Gambling
Impulse Control Disorder Not Elsewhere Classified
Pyromania
The diagnosis of pyromania requires the following: deliberate and purposeful fire setting behavior, tension or arousal before the act, fascination with fire, and relief or gratification when witnessing the aftermath of their behavior. There is no monetary gain, desire to hide another crime, expression of anger, or a desire to improve one’s living circumstances. The fire setting behavior is not in response to hallucinations or delusions nor is there seriously impaired judgment due to dementia, intoxication, or mental retardation. This behavior is not better accounted for by conduct disorder, manic episode, or anti-social personality. Pyromania is a controversial diagnosis. Because most arsonists deny guilt and reasons for their fire setting behavior, they can easily be confused with someone who might be diagnosed with pyromania.
Psychoanalytic and Behavioral therapy are often used in the treatment of Pyromania. However, these individuals tend to refuse responsibility for their behavior, use denial excessively, have little insight or desire for insight, and are often alcoholic.
Crisis or excessive stress may trigger fire-setting behavior. If the patient can verbalize and work through their frustrations, he can better deal with stressors. In any case, these patients are difficult to treat.
Pathological Gambling
Pathological Gambling is often considered an addiction and has many features consistent with substance abuse. Criteria for the diagnosis include at least five of the following: preoccupation with gambling or planning to gamble; increasing monetary investment to achieve similar levels of excitement; unsuccessful efforts to control gambling; uses gambling to escape problems; often chases losses with more gambling; lies to others about the behavior; has committed illegal acts to fund the gambling; has risked a relationship, a job, or career or educational opportunity; relies on others to relieve desperate financial situations caused by gambling.
Treatment may be psychodynamic and behavioral therapy. Further, medication has been used to treat the disorder. However, as with many addictions, relapse is high.
Aversive behavior therapy has been used with little efficacy in treatment of Pathological Gambling. Treatment has been found more effective when a multimodal approach is used. One somewhat effective approach includes the use of imaginal desensitization. Gamblers anonymous and group therapy may be the most effective means of psychosocial treatment. Group members can discuss their gambling behavior with others who have similar issues and members can confront denial and self-destructive behavior. Mood stabilizers have some efficacy in treating the disorder. Some patients have co-morbid major depression. Treatment of the depression may make the patient more accessible to other treatment for the gambling.
http://crcexam.com
Pyromania
The diagnosis of pyromania requires the following: deliberate and purposeful fire setting behavior, tension or arousal before the act, fascination with fire, and relief or gratification when witnessing the aftermath of their behavior. There is no monetary gain, desire to hide another crime, expression of anger, or a desire to improve one’s living circumstances. The fire setting behavior is not in response to hallucinations or delusions nor is there seriously impaired judgment due to dementia, intoxication, or mental retardation. This behavior is not better accounted for by conduct disorder, manic episode, or anti-social personality. Pyromania is a controversial diagnosis. Because most arsonists deny guilt and reasons for their fire setting behavior, they can easily be confused with someone who might be diagnosed with pyromania.
Psychoanalytic and Behavioral therapy are often used in the treatment of Pyromania. However, these individuals tend to refuse responsibility for their behavior, use denial excessively, have little insight or desire for insight, and are often alcoholic.
Crisis or excessive stress may trigger fire-setting behavior. If the patient can verbalize and work through their frustrations, he can better deal with stressors. In any case, these patients are difficult to treat.
Pathological Gambling
Pathological Gambling is often considered an addiction and has many features consistent with substance abuse. Criteria for the diagnosis include at least five of the following: preoccupation with gambling or planning to gamble; increasing monetary investment to achieve similar levels of excitement; unsuccessful efforts to control gambling; uses gambling to escape problems; often chases losses with more gambling; lies to others about the behavior; has committed illegal acts to fund the gambling; has risked a relationship, a job, or career or educational opportunity; relies on others to relieve desperate financial situations caused by gambling.
Treatment may be psychodynamic and behavioral therapy. Further, medication has been used to treat the disorder. However, as with many addictions, relapse is high.
Aversive behavior therapy has been used with little efficacy in treatment of Pathological Gambling. Treatment has been found more effective when a multimodal approach is used. One somewhat effective approach includes the use of imaginal desensitization. Gamblers anonymous and group therapy may be the most effective means of psychosocial treatment. Group members can discuss their gambling behavior with others who have similar issues and members can confront denial and self-destructive behavior. Mood stabilizers have some efficacy in treating the disorder. Some patients have co-morbid major depression. Treatment of the depression may make the patient more accessible to other treatment for the gambling.
http://crcexam.com
Tuesday, November 16, 2010
04 Facilitation Skills
FACILITATION SKILLS
1. Communication skills required for the therapist (i.e. attending and listening, empathy)
2. Be familiar with the concept of an authentic therapist.
3. Primary responsibilities of a therapist.
4. Rights of clients.
5. Terms to know:
Congruence
Transference
Empathy
Genuineness
Acceptance
Concreteness
Positive regard
http://www.CRCexam.com
1. Communication skills required for the therapist (i.e. attending and listening, empathy)
2. Be familiar with the concept of an authentic therapist.
3. Primary responsibilities of a therapist.
4. Rights of clients.
5. Terms to know:
Congruence
Transference
Empathy
Genuineness
Acceptance
Concreteness
Positive regard
http://www.CRCexam.com
Thursday, November 11, 2010
03 Statistical Significance
Statistical Significance
The statement being tested in a test of significance is called the null hypothesis. The test of significance is designed to assess the strength of the evidence against the null hypothesis (Ho). Usually the null hypothesis is a statement of no difference or no effect. The probability of getting an outcome at least as far from what we would expect if Ho were true as was the actually observed outcomes is called the P-value. The smaller the P-value is, the stronger is the evidence against Ho provided by the data.
Because the strength of the evidence provided by the data is measured by the P-value, we need only say how small a P-value we insist on. This decisive value is called the significance level. If it =0.05, we are requiring the data evidence against Ho so strong that it would happen no more than 5% of the time (1/20) when Ho is really true. If we make it =0.01, we are insisting on stronger evidence against Ho, evidence so strong that it would appear only 1% of the time (1/100) if Ho is really true.
A common abbreviation for significance at (say) level 0.01 is The results were significant (P<0.01). Here P stands for the p-value.
Steps in a Test of Significance
1. Choose the null hypothesis Ho and the alternative hypothesis H. The test is designed to assess the strength of the evidence against Ho. H is a statement of the alternative we will accept if the evidence enables us to reject Ho.
2. Choose the significance level. This states how much evidence against Ho we will accept as decisive.
3. Choose the test statistic on which the test will be based. This is a statistic which measures how well the data conform to Ho.
4. Find the P-value for the observed data. This is the probability that the test statistic would weigh against Ho at least as strongly as it does for these data, if Ho were in fact true. If the P-value is less than or equal to the level of significance, the test was statistically significant at the chosen level of significance.
If we reject Ho (accept H,) when in fact Ho is true, this is a TYPE I error.
If we accept Ho (reject H,) when in fact H, is true, this is a TYPE II error.
http://www.CRCexam.com
The statement being tested in a test of significance is called the null hypothesis. The test of significance is designed to assess the strength of the evidence against the null hypothesis (Ho). Usually the null hypothesis is a statement of no difference or no effect. The probability of getting an outcome at least as far from what we would expect if Ho were true as was the actually observed outcomes is called the P-value. The smaller the P-value is, the stronger is the evidence against Ho provided by the data.
Because the strength of the evidence provided by the data is measured by the P-value, we need only say how small a P-value we insist on. This decisive value is called the significance level. If it =0.05, we are requiring the data evidence against Ho so strong that it would happen no more than 5% of the time (1/20) when Ho is really true. If we make it =0.01, we are insisting on stronger evidence against Ho, evidence so strong that it would appear only 1% of the time (1/100) if Ho is really true.
A common abbreviation for significance at (say) level 0.01 is The results were significant (P<0.01). Here P stands for the p-value.
Steps in a Test of Significance
1. Choose the null hypothesis Ho and the alternative hypothesis H. The test is designed to assess the strength of the evidence against Ho. H is a statement of the alternative we will accept if the evidence enables us to reject Ho.
2. Choose the significance level. This states how much evidence against Ho we will accept as decisive.
3. Choose the test statistic on which the test will be based. This is a statistic which measures how well the data conform to Ho.
4. Find the P-value for the observed data. This is the probability that the test statistic would weigh against Ho at least as strongly as it does for these data, if Ho were in fact true. If the P-value is less than or equal to the level of significance, the test was statistically significant at the chosen level of significance.
If we reject Ho (accept H,) when in fact Ho is true, this is a TYPE I error.
If we accept Ho (reject H,) when in fact H, is true, this is a TYPE II error.
http://www.CRCexam.com
Tuesday, November 9, 2010
02 The Group Leader as a Person
The Group Leader as a Person
Group-counseling techniques cannot be considered as a separate piece from the leader’s personal characteristics and behaviors. The effectiveness of the group’s direction will be indicative of the life behaviors the leader demonstrates, not in just hearing the leader’s words. Demonstration of self-actualization is not as important as a willingness to commit to continually looking at one’s self. The key is to always be in pursuit of becoming a more effective human being. Reflect what you preach.
Personality and Character
*Presence
Being motivated by the progress or pain that others experience. The leader’s ability to draw from people’s experiences will make it easier for them to empathize and demonstrate compassion. The ability to genuinely care and become a part of their world, not drift off, and remain open to the reactions of the group, these demonstrate the leader’s presence.
IF YOU ARE PHYSICALLY THERE, BE THERE AND LISTEN! Remain in conversation, use interjection- thoughts as they arise; don’t dwell on them and lose the content. Refrain from thinking of your own problems if they don’t relate to the content of the group.
*Personal Power
Having knowledge of one’s influence over others and a personal self-confidence (Don’t overuse your power over others it’s unethical). If the leader does not feel that they have control or a sense of power in their own life, it will be hard to demonstrate. (Don’t be afraid to get consultation for your own needs) Facilitation of the power one holds and urging members toward movement cannot be done if the leader does not acknowledge this within them. (Modeling) Fostering of dependency is not the key, but rather you want to empower the group to achieve this for themselves. Teach/Support your clients in the skills necessary to be independent.
YOU CAN CONTROL ONLY YOU AND SOME NEED TO BE TAUGHT THIS! Redirect when others are placing too much emphasis on trying to control other group members’ behavior or thoughts.
*Courage
Leaders show courage by being willing to admit their mistakes, being vulnerable on occasion, acting on their perceptions, sharing their thoughts and feelings, and allowing their power to be shared with the group.
YOU ARE HUMAN, BE WILLING TO ACT LIKE IT AND ADMIT YOUR MISTAKES, WE ALL MAKE SOME! If you appear to be superhuman, clients will be afraid to disclose their faults. Others may develop distrust.
*Willingness to Confront Oneself
Self-investigation is a concept and practice the leader wants to promote. However, they must be willing to partake in this activity themselves. With this being an ongoing process. Questioning of one’s motives for being a group leader, as well as the participants questioning why they are in the group. Self-awareness is the commitment of this confrontation of self, but this includes the bad or negative aspects along with the good or positive.
LOOK IN THE MIRROR, REALLY LOOK IN THE MIRROR, BE HONEST! If you are not willing to look into issues in your own life, why should they?
*Sincerity and Authenticity
A sincere interest in each member’s well being and growth is one of the most important qualities of a leader. This sincerity, caring, involves being able to bring to light points of the member’s lives they may not be willing to address. With authenticity, comes the ability to disclose of oneself, their feelings and reactions to the ongoing of the group in an appropriate manner.
DON’T ACT LIKE YOU CARE, IF YOU REALLY DON’T; IF YOU DO CARE, THEN ACT LIKE IT! Be authentic or lose the purpose of the group system. They need to believe you’re there to help them in order for them to attend to the group.
A Concluding Comment You are not required to possess all of the characteristics, remember you are human. They need someone to model skills after.
http://www.CRCexam.com
Group-counseling techniques cannot be considered as a separate piece from the leader’s personal characteristics and behaviors. The effectiveness of the group’s direction will be indicative of the life behaviors the leader demonstrates, not in just hearing the leader’s words. Demonstration of self-actualization is not as important as a willingness to commit to continually looking at one’s self. The key is to always be in pursuit of becoming a more effective human being. Reflect what you preach.
Personality and Character
*Presence
Being motivated by the progress or pain that others experience. The leader’s ability to draw from people’s experiences will make it easier for them to empathize and demonstrate compassion. The ability to genuinely care and become a part of their world, not drift off, and remain open to the reactions of the group, these demonstrate the leader’s presence.
IF YOU ARE PHYSICALLY THERE, BE THERE AND LISTEN! Remain in conversation, use interjection- thoughts as they arise; don’t dwell on them and lose the content. Refrain from thinking of your own problems if they don’t relate to the content of the group.
*Personal Power
Having knowledge of one’s influence over others and a personal self-confidence (Don’t overuse your power over others it’s unethical). If the leader does not feel that they have control or a sense of power in their own life, it will be hard to demonstrate. (Don’t be afraid to get consultation for your own needs) Facilitation of the power one holds and urging members toward movement cannot be done if the leader does not acknowledge this within them. (Modeling) Fostering of dependency is not the key, but rather you want to empower the group to achieve this for themselves. Teach/Support your clients in the skills necessary to be independent.
YOU CAN CONTROL ONLY YOU AND SOME NEED TO BE TAUGHT THIS! Redirect when others are placing too much emphasis on trying to control other group members’ behavior or thoughts.
*Courage
Leaders show courage by being willing to admit their mistakes, being vulnerable on occasion, acting on their perceptions, sharing their thoughts and feelings, and allowing their power to be shared with the group.
YOU ARE HUMAN, BE WILLING TO ACT LIKE IT AND ADMIT YOUR MISTAKES, WE ALL MAKE SOME! If you appear to be superhuman, clients will be afraid to disclose their faults. Others may develop distrust.
*Willingness to Confront Oneself
Self-investigation is a concept and practice the leader wants to promote. However, they must be willing to partake in this activity themselves. With this being an ongoing process. Questioning of one’s motives for being a group leader, as well as the participants questioning why they are in the group. Self-awareness is the commitment of this confrontation of self, but this includes the bad or negative aspects along with the good or positive.
LOOK IN THE MIRROR, REALLY LOOK IN THE MIRROR, BE HONEST! If you are not willing to look into issues in your own life, why should they?
*Sincerity and Authenticity
A sincere interest in each member’s well being and growth is one of the most important qualities of a leader. This sincerity, caring, involves being able to bring to light points of the member’s lives they may not be willing to address. With authenticity, comes the ability to disclose of oneself, their feelings and reactions to the ongoing of the group in an appropriate manner.
DON’T ACT LIKE YOU CARE, IF YOU REALLY DON’T; IF YOU DO CARE, THEN ACT LIKE IT! Be authentic or lose the purpose of the group system. They need to believe you’re there to help them in order for them to attend to the group.
A Concluding Comment You are not required to possess all of the characteristics, remember you are human. They need someone to model skills after.
http://www.CRCexam.com
Thursday, November 4, 2010
01 The Research Process
THE RESEARCH PROCESS
Research is systematic study designed to add to or verify existing knowledge. It is
different from practice theory in that it relies on standardized, formal procedures
in the search for new knowledge. Standardized means the use of systematic and orderly
procedures for collecting data; that the procedures are described in detail; that the
procedures can be replicated by others.
Research is a process involving many steps. These are:
1.Problem Formulation - The process by which researchers develop a precise statement
that can be operationalized.
The problem formulation must be stated in way that ultimately lends itself to
measurement. The research problem is connected through a literature search to other
related problems and knowledge i.e., research is cumulative.
1.Development of questions or hypotheses for study - This includes the development
of conceptual frameworks and operational concepts.
2.Selection of a study design to guide the collection of data.
A.Selection of a study design incorporates many concerns.
a.The research resources available
b.The level of certainty needed by the consumers of the research.
c.Whether human subjects are involved.
d.The time available.
B.Ethical concerns
a.Research cannot lead to harming clients.
b.Denial of an intervention may constitute harm
c.Informed consent
d.Confidentiality
2.Methodology - This includes selecting measurement techniques to be used, the
setting where the research is to be conducted and the population or group to be
studied.
Ratio scales are interval scales with an absolute zero point.
Standard deviation is a measure of variability.
In research, a variable that is consequence of an antecedent variable is called a
Dependent Variable
Maturation, regression and experimental mortality are examples of threats to Internal
Validity.
Survey research may be either descriptive or ex post facto.
http://www.CRCexam.com
Research is systematic study designed to add to or verify existing knowledge. It is
different from practice theory in that it relies on standardized, formal procedures
in the search for new knowledge. Standardized means the use of systematic and orderly
procedures for collecting data; that the procedures are described in detail; that the
procedures can be replicated by others.
Research is a process involving many steps. These are:
1.Problem Formulation - The process by which researchers develop a precise statement
that can be operationalized.
The problem formulation must be stated in way that ultimately lends itself to
measurement. The research problem is connected through a literature search to other
related problems and knowledge i.e., research is cumulative.
1.Development of questions or hypotheses for study - This includes the development
of conceptual frameworks and operational concepts.
2.Selection of a study design to guide the collection of data.
A.Selection of a study design incorporates many concerns.
a.The research resources available
b.The level of certainty needed by the consumers of the research.
c.Whether human subjects are involved.
d.The time available.
B.Ethical concerns
a.Research cannot lead to harming clients.
b.Denial of an intervention may constitute harm
c.Informed consent
d.Confidentiality
2.Methodology - This includes selecting measurement techniques to be used, the
setting where the research is to be conducted and the population or group to be
studied.
Ratio scales are interval scales with an absolute zero point.
Standard deviation is a measure of variability.
In research, a variable that is consequence of an antecedent variable is called a
Dependent Variable
Maturation, regression and experimental mortality are examples of threats to Internal
Validity.
Survey research may be either descriptive or ex post facto.
http://www.CRCexam.com
Sunday, September 6, 2009
Study for the CRC exam on your iPhone or iTouch
The CRC Exam Pro contains 200 CRC practice exam questions for the Certified Rehabilitation Counselor. Multiple choice data banks cover exam areas questions such as: Foundations, Ethics, Assessment Tools, Physical Disabilities, Psychological Disabilities, adjunct Services and Healthcare, General Career Counseling, Job Processing and Placement, Schools of Psychotherapy Groups, Diversity, Diversity, Research and Human Development.
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