Practice school counselor exam test 2

Practice School Counselor Exam Test TEST - During an initial interview with a client to identify the problem or issue, the school counselor should include which of the following elements? I II III IV Clarifying “problem” behaviors Identifying the need for additional assessment procedures (e.g., observations, child interviews, tests) Completing a family history questionnaire Ordering assessments that are more specific (A) (B) (C) (D) (E) I and II only III and IV only I, II, and IV only I, III, and IV only II, III, and IV only During an initial interview with a second-grade teacher, the school counselor, Mr Anderson, is involved in “active listening.” Which of the following behaviors should he be demonstrating? (A) (B) (C) (D) (E) Presenting a casual, relaxed posture, including leaning back and occasional eye contact, and limiting facial expressions in order to keep the teacher at ease Reacting with nods, comments, and probing questions when appropriate Expressing sympathy for the teacher’s situation several times during the interview Asking questions that will confirm or disconfirm an initial hypothesis Focusing on verbal communication, not on the teacher’s nonverbal behavior (e.g., agitation, frustration, posture) According to the Bergen and Kratochwill (1990) consultation model, during the problem-identification phase, what order should the following steps be carried out in? I II III IV V (A) (B) (C) (D) (E) Establish measures for performance objectives Define the problem by establishing the discrepancy between current performance and the desired performance Establish objectives Establish and implement data collection procedures Display the data I, II, IV, V, III I, III, IV, II, V I, V, III, IV, II II, I, III, IV, V III, I, IV, V, II Which of the following is a component of best practice in interviewing? (A) (B) (C) (D) (E) Stating general rather than specific goals to avoid limiting the subject matter being discussed Ensuring that the interview is less than 20 minutes so that the client remains attentive Using appropriate verbal and nonverbal behavior to meet the goals of the interview Having limited structures in the interviews so that there is freedom to explore objectives Ignoring the culture and ethnicity of the client to ensure that the interviewing process is not biased QUESTIONS & are based on the following situation: A third-grade male student is referred to the school counselor The referral states that the student becomes verbally aggressive, is inconsolable, and refuses to comply with teacher requests This behavior occurs on a weekly basis, usually after the class has been given an assignment The referral is the result of a previous behavioral consultation that was unsuccessful at mediating the behaviors The school counselor is to conduct a full assessment to determine the proper recommendations to be given to the multidisciplinary team Which of the following would be considered an appropriate first step in completing the evaluation? (A) (B) (C) (D) (E) Obtain a Full-Scale IQ to find out the student’s potential abilities Re-interview the teacher to determine when the problem began Observe the student directly to determine the functions of his behavior Ask the parent to complete a behavior rating scale at home Conduct an in-depth structured clinical interview of the student Before the school counselor conducts the evaluation on this student, what additional source(s) of data would be useful in developing a complete assessment? I II III IV Student records Medical records Interviews with previous teacher (e.g., second grade) Direct assessment of the student (A) (B) (C) (D) (E) I only II and III only II and IV only I, II and IV only I, II, III and IV Which of the following types of measurement is used to assess a student’s level of mastery? (A) Norm-referenced measurement (B) Curriculum-based measurement (C) Intelligence measurement (D) Aptitude measurement (E) Process measures Suppose a student achieved the following on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) ♦ ♦ A low Freedom from Distractibility Index score (SS = 85) A high Processing Speed Index score (SS = 102) Which of the following is the most valid conclusion to draw from these results? (A) (B) (C) (D) (E) The results indicate a learning disability The results are not necessarily clinically meaningful The results indicate attention deficit/hyperactivity disorder The results are not statistically significant The results indicate poor testing procedures QUESTIONS & 10 refer to the following information: The data from a recent evaluation included the following: Wechsler Intelligence Scale The initial referral states that the For Children (WISC-III) _ PIQ 69 _ VIQ 70 _ FSIQ 67 _ student is an 8-year 8-month old male in third grade The student was referred for testing because of inconsistent academic performance and behavioral concerns The teacher states that he has difficulty reciprocating with his peers socially The student tends to fixate on topics of interests such as dinosaurs, trading cards and cartoon characters, memorizing facts about them Initial observations appear to confirm these observations Other observations include symptoms of hyperactivity, noise and tactile sensitivity, handwringing, and a fascination with the parts of objects (e.g., pens, toys, electronics) During the evaluation, the student rarely looked up or made eye contact Most conversations seemed one-sided, with the student rarely responding to the other person’s input or perspective Woodcock-Johnson Tests of Academic Achievement (WJ-III) _ _Broad Reading 73 _Broad Math 74 _Broad Written Language 63 Universal Nonverbal Intelligence Test (Unit) _ Memory Quotient 73 Reasoning Quotient 74 Symbolic Quotient _ 63 Nonsymbolic Quotient 85 FULL SCALE IQ 71 Which of the following is the most reasonable primary hypothesis about the student’s behavior? (A) The student probably has attention-deficit/hyperactivity disorder (ADHD) (B) The student probably has a severe learning disability (C) The student has Asperger syndrome (D) The student is severely emotionally disturbed (E) The student is obsessive-compulsive 10 Which of the following instruments would be most helpful for confirming or disconfirming the initial diagnosis? (A) (B) (C) (D) (E) 11 The Childhood Autism Rating Scale (CARS) Revised Children’s Manifest Anxiety Scale (RCMAS) The ADHD Symptom Checklist - (ADHD-SC4) The Connors’ Teacher Rating Scale (CTRS) The Behavior Assessment System for Children (BASC) All of the following can be considered challenges that a school counselor faces when assessing Pre-K students EXCEPT (A) (B) the difficulty most children have complying with a predetermined structured protocol gathering a representative sample of children’s behavior in light of the (C) (D) (E) 12 short amount of time small children stay engaged with a task eliciting information about what skills a young child has, given the difficulty most children have with unfamiliar adult assessors including the perspective of parents regarding children’s skills, needs and progress establishing behavioral objectives appropriate for these young ages For “best practice” in assessing emotional disturbance/emotional or behavioral disorder (ED/EBD), information should be obtained from which three of the following major sources? I II III Parent reports Tests of intellectual functioning Teacher reports IV V Direct assessment of the student Medical evaluation (A) (B) (C) (D) (E) I, II and III only I, II and V only I, III and IV only II, III and IV only II, III and V only 13 Which of the following are considered proactive interventions for “problem” behaviors? I II III IV V Adjusting the curriculum to the student’s instructional level Contingency management Class-wide peer tutoring (CWPT) Computer-assisted instruction Directed note-taking activities (A) (B) (C) (D) (E) I and II only III, IV and V only I, II, III and V only I, III, IV and V only II, III, IV and V only 14 All of the following instructional characteristics are associated with models of peer tutoring and are known to enhance the task-related attention of students with attention-deficit/hyperactivity disorder (ADHD) EXCEPT (A) (B) (C) (D) (E) 15 instructional pace determined by the teacher working one-to-one with another individual instructional pace determined by the learner continuous prompting for responses frequent, immediate feedback about quality of performance A teacher consults the school counselor at the beginning of the school year because a number of students with “behavioral issues,” including attention deficit/hyperactivity disorder (ADHD), have been placed in the teacher’s class The teacher has already developed a well-formulated list of classroom rules that reinforce the school’s rules What could the school counselor appropriately suggest about implementing these rules? (A) Remind students of the rules every time a rule is broken (B) (C) (D) (E) 16 Which of the following is often referred to as “radical” behaviorism because of its focus exclusively on overt behavior rather than on subjective states (affect) and thoughts (cognition)? (A) (B) (C) (D) (E) 17 Maintain a slow and steady pace of instruction and remain at the front of the room Actively teach the rules to those students with ADHD throughout the school year Actively teach the rules by discussion and by pointing our examples of students following them, and maintain eye contact with students as instruction and other activities are in progress Seat the student with ADHD in an area away from the teacher and classroom distractions Behavior modification Operant conditioning Applied behavioral analysis Response maintenance Classical conditioning A particular behavior modification program begins with a baseline period of observation Then the experimental contingency is introduced so that a certain level of performance is required to earn reinforcement When performance consistently meets or surpasses that criterion over a few days, the criterion is made more stringent This procedure is repeated Which of the following research designs is described above? (A) (B) (C) (D) (E) 18 Multiple baseline Alternation or simultaneous-treatment Changing-criterion Reversal ABAB An elementary school teacher has decided to give a “smiley face” sticker to each child who plays cooperatively, raises his or her hand before speaking, or makes appropriate eye contact while speaking The teacher has chosen to this after every third occurrence of the behavior This is an example of what type of reinforcement schedule? (A) (B) (C) Fixed interval Variable interval Continuous (D) (E) 19 Fixed ratio Variable ratio Upon arriving in a classroom for severely emotionally disturbed (SED) students, the school counselor observes that the teachers have been using punishment (e.g., time-out, loss of privileges) to attempt to extinguish unwanted behavior The school counselor recommends that the teachers try using reinforcement techniques to reduce these behaviors The school counselor gives the following example: If a student is constantly getting up without permission and talking loudly, rather than punishing these behaviors, you should give a “smiley face” sticker and verbal praise whenever you see the student sitting quietly This suggestion exemplifies reinforcement of (A) (B) (C) (D) (E) 20 other behavior incompatible behavior functionally equivalent behavior low response rates disruptive behavior Problem-solving skills are considered the basis for social behaviors that individuals perform in everyday situations All of the following are considered specific problem-solving skills that relate to a child’s ability to adjust EXCEPT (A) (B) (C) (D) (E) alternative-solutions thinking means-end thinking inconsequential thinking causal thinking sensitivity to interpersonal problems 21 Self-control procedures in behavior modification refer primarily to techniques in which the client (A) (B) (C) (D) (E) through initiates early steps in a sequence or chain of responses plays an active part and occasionally the sole part in administering treatment alternates between reinforcement and punishment of his or her own behaviors uses several procedures to maximize the likelihood that responses will be maintained and will transfer to a new situation alters physiological processes (heart rate, brain wave activity) mental training 22 In an effort to increase cross-cultural competence in the practice of school psychology, David W Barnett and colleagues have developed which of the following models for helping school counselors conduct culturally relevant practice? (A) (B) (C) (D) (E) The culturally aware model The acceptability model The values-equivalent model The ethnic-validity model The ethnic-competency model QUESTION 23 is based on the following diagram: Ms Farber, an English teacher, has identified a student with some learning difficulties and begun an intervention after doing some initial problem solving She modifies her instructional approach based on her expertise in English She also involves the student’s parents by suggesting some changes they can make at home to support the changes made in the classroom Ms Farber has also engaged in some informal problem solving with some colleagues 23 COLLABORATIVE PROBLEM SOLVING AS A MULTI-LEVEL SERVICE DELIVERY SYSTEM Based on this information, the school counselor concludes that Ms Farber is in which level of the “multi-level service delivery system” conceptual framework? (A) (B) (C) (D) (E) Problem solving by support personnel Personal problem solving Group problem solving Individual consultation System-wide problem solving 24 According to research on dropout rates and high school completion, what factor correlates better than test scores with noncompletion of high school? (A) (B) (C) (D) (E) High involvement with drugs or alcohol Being overage for grade Having siblings who have dropped out Low involvement in extracurricular activities Parental involvement in the school’s Parent-Teacher Association 25 High levels of school violence are associated with all of the following factors EXCEPT (A) (B) (C) (D) (E) 26 large school size severe disciplinary actions racially diverse campuses arbitrary decision making by school disciplinarians overcrowding in schools There has been a car accident on the way to school in which a number of elementary school students were seriously injured The principal decides to allow students to leave school at midday, many to empty homes, to deal with the event in their own ways This decision by the principal does not fit with the school counselor’s understanding of best practices, because best practices state that students should (A) (B) (C) (D) (E) not be sent home unless a responsible adult is at home not leave without “processing” the event in at least one class discussion not leave without having the chance to see the school counselor be kept at the school until the reasons for the accident have been explained be kept at school until parents are notified to come to a debriefing 27 Three days after a high school closes for the summer, a school counselor sees a student from the school The student tells the counselor that the day after school closed, one of her friends died in a mountain-climbing accident The student states that she and some classmates have been meeting regularly in the school parking lot since the accident, without adult assistance, to try to help themselves cope with the loss Which of the following responses by the school counselor would be most appropriate? (A) Commending the student for her initiative and expressing condolences (B) Sending a formal letter to the parents of the student who died, offering professional support (C) Seeking out the grieving students even though school is not in session (D) Telling the principal about the gatherings so that the parking lot can be closed to these unauthorized meetings (E) Making a note to address any unresolved grief when the students return in the fall 28 Karl Slaikeu has proposed a general approach to handling crises, which he calls “psychological first aid.” The first four steps of this approach are shown below Make contact with the victim and give him or her permission to express thoughts and emotions Explore the problem in terms of the past, present, and future Identify possible solutions to assist the victim Take definite steps to assist the victim Which of the following is the fifth step? (A) (B) (C) (D) (E) Give the victim a means for future contact (e.g., cell phone, pager) Provide follow-up assistance Gradually withdraw so that the victim can become independent Contact friends and family of the victim so that they can provide support Allow the victim to come up with his or her own solutions 29 A school counselor wanting to initiate a primary prevention program in school would most commonly address (A) (B) (C) (D) (E) 30 gun control suicide prevention affirmative action bullying teen alcohol/drug use Five to 15 percent of students in the United States are victims of bullying by other students Bullying by girls mots often takes the form of (A) (B) physical attacks name-calling (D) (E) peer-group initiations property damage (C) 31 All of the following are examples of indirect behavior assessment EXCEPT (A) (B) (C) (D) (E) 32 functional assessment interviews ratings by others self-monitoring peer ratings analogue role-play measures The school counselor in an elementary school decides to implement social skills development The counselor instructs a small group of children to imagine themselves being teased by another child and then imagine how they would respond This technique is an example of (A) (B) (C) (D) (E) 33 social isolation overt rehearsal verbal rehearsal covert rehearsal modeling coaching Despite the generally positive outcome data for both antecedent-based and consequent-based classroom interventions, several factors limit their usefulness for individual children with attention-deficit/hyperactivity disorder(ADHD) Which of the following is the primary limitation to successful implementation in a classroom with students with ADHD? (A) (B) (C) (D) (E) Lack of student compliance Counselor’s limited knowledge Lack of funds for implementation Lack of teacher time and interest Disagreements between the teacher and the counselor 34 All of the following approaches represent the major behavior therapy method of fear reduction EXCEPT (A) (B) (C) (D) (E) systematic desensitization contingency management functional assessment of behavior modeling procedures cognitive-behavioral interventions 35 In child therapy, the primary goal of rational-emotive therapy (RET) is to teach the child (A) (B) (C) (D) (E) 36 37 All of the following are relatively mild side effects associated with stimulant medications EXCEPT (A) decreased appetite (B) insomnia (C) headaches (D) growth inhibition (E) blurred vision Which of the following components is the most important for the overall treatment of a child with attention-deficit/hyperactivity disorder? (A) (B) (C) (D) (E) 38 to learn through observing others to identify and change irrational beliefs underlying his or her particular psychological difficulties a reflective problem-solving approach for improving performance an antagonistic behavior that will inhibit a fear response the desired behavior in successive steps proper medication management A proper behavior management plan A detailed Individualized Education Plan (IEP) Education and counseling for the parents Consequence-based interventions Ms Lopez has come for help with some classroom interventions for two of her students diagnosed with attention-deficit/hyperactivity disorder (ADHD) She has tried a variety of interventions According to the literature, which ofthe following is the only intervention that has undergone empirical investigation? (A) (B) (C) (D) (E) Peer tutoring Ensuring student understanding prior to beginning a task Reducing the amount of seatwork or homework Providing extra time for completion of tests and/or long-term assignments Teaching study skills and note-taking strategies 39 Functional family therapy (FFT) relies on which of the following approaches to dysfunction? I II III IV V Systems Psychoanalytic Behavioral Developmental Cognitive (A) (B) (C) (D) (E) I and II only II and III only I, III and V only II, III and V only III, IV and V only 40 Systematic desensitization, one of the most frequently used behavior therapy procedures for reducing children’s fears and phobias, was developed in the early 1950’s by (A) (B) (C) (D) (E) 41 Wolpe Freud Skinner Ellis Bandura Which of the following should the school counselor consider when deciding whether a referral to an outside agency is appropriate for a particular child? I II setting III IV Cost to the school system Whether the child’s needs can best be served within the school V Parents’ willingness to attend therapy sessions at the school Whether the child’s emotional difficulties are negatively impacting learning Willingness of the school team to refer to an outsider (A) (B) (C) (D) (E) I and III only II and IV only II and V only I, III and V only II, III and IV only 42 In the course of a weekly session with a 13-year-old student, the school counselor discovers that the student is worried about the pending divorce of his parents, one parent’s difficulties with alcohol, and his own initiation of alcohol use The school counselor beings to experience some resistance from the student What is the most likely cause of this resistance? (A) The student has found a friend with whom he can talk about his problems (B) The student is bored with the sessions (C) The student is focusing on his parents so much that he cannot focus on himself (D) The school psychologist is moving too quickly for the student and is making interpretations the student is not ready to deal with yet (E) The student is becoming more and more independent of the school counselor and is beginning to resent the intrusive questioning 43 All of the following can be considered advantages of the use of group therapy in a school setting EXCEPT (A) more students can be seen within the same time period (B) peers can provide assistance, modeling, and support in the development of some skills (C) the group setting draws on a natural willingness to talk about problems in front of more than one person (D) peers can provide support outside of the therapy sessions (E) a group can provide a feeling to the student that he or she is not the only person experiencing that type of problem 44 Testing instruments that evaluate each student in relation to a reference group, usually composed of students of the same age and gender, are known as which of the following kinds of instruments? (A) (B) (C) (D) (E) 45 Developmental Cognitive-behavioral Developmental-behavioral Normative-developmental Neo-Piagetian “If A is greater than B and B is greater than C, then A must be greater than C.” The example above illustrates a type of reasoning in what period of Jean Piaget’s theory of intellectual development? (A) Sensorimotor (B) (C) (D) (E) Preoperations Concrete operations Formal operations Primary circular reactions 46 Which of the following is the most potent stimulus characteristic influencing small children’s visual attention? (A) (B) (C) (D) (E) Size Color Shape Curvature Movement 47 One hypothesis for why young children are better at language acquisition than older children focuses more on the young children’s cognitive limitations than on their advanced cognitive abilities for processing language This hypothesis is best known as the (A) (B) (C) (D) (E) 48 less-is-more hypothesis cognitive dissonance hypothesis neurolinguistic theory of language integration and elaboration hypothesis protolanguage hypothesis In order to benefit from the self-regulatory function of language, young children must essentially talk to themselves, using their speech to guide thought and behavior The self-regulatory function of language changes with development so that children can direct their behaviors using inner speech.This statement best describes the theoretical position of (A) Luria (B) Piaget (C) Bandura (D) Vygotsky (E) Bickerton 49 Bandura proposed five capabilities that contribute to children’s learning about their social world and their place in it Which of the following capabilities is considered the cornerstone of his social-cognitive theory? (A) (B) Symbolization Forethought (C) (D) (E) Self-regulation Self-reflection Vicarious learning 50 Theories of social cognition such as Dodge’s model of social exchange in children have adopted many of the tenets of information processing Social information must be encoded, compared with other information, and retrieved so that social interactions run smoothly One child shoving another, one child scowling at another or one child inviting another to join a game are all examples in Dodge’s model of social exchange of what major unit of social interaction (A) (B) (C) (D) (E) Social stimulus Child’s processing Child’s social behavior Peer’s processing and judgment about the child Peer’s social behavior 51 Robert Selman’s neo-Piagetian theory deals specifically with developmental differences in children’s ability to take the perspective or role of another Selman proposed five levels of perspective taking in children According to his theory, when children can “realize that other people evaluate their actions and that others may have legitimate views; can reflect on their own thoughts from another perspective, but cannot reflect on their own perspective and that of another at the same time,” they are at what level of perspective taking? (A) (B) (C) (D) (E) 52 In addition to a child’s ability to discriminate letters, what early skill is shown to predict superior reading in later years? (A) (B) (C) (D) (E) 53 Egocentric role taking Social informational role taking Self-reflective role taking Mutual role taking Social - and conventional - system role taking Depth perception Visual-motor tracking Response time Phonemic awareness Reading comprehension A significant portion of students with math disabilities also have reading disabilities and vice versa Research has shown that which of the following features is common to both disabilities? (A) (B) (C) (D) (E) 54 that Inability to recognize individual characters Inability to retrieve information efficiently form long-term memory Inability to use strategies in problem solving Inability to grasp the concept of conservation Inability to identify main ideas and main concepts Which of the following theorists proposed a factor theory of intelligence names seven primary mental abilities? (A) (B) (C) (D) (E) Spearman Guilford Thurstone Cattell Horne 55 “Intelligence deals with novelty and with the automatization of mental process As experience with a task or situation increases, the need to deal with novelty decreases and automatic processes or routines take over.” The definition above best represents the concepts of which of the following theorists? (A) (B) (C) (D) (E) 56 Gardner Spearman Sternberg Piaget Wechsler “The student imagines a difficult situation and the psychologist guides the student through the step-by-step process of facing and successfully dealing with it The student then works on practicing these steps mentally Ideally, when the situation arises in real life, the student an draw on the practiced experience to deal with it.” This definition best describes which technique used by cognitive-behavioral therapists? (A) (B) (C) (D) (E) Modeling Journaling Systematic desensitization Cognitive rehearsal Conditioning QUESTIONS 57 & 58 are based on the following set of test scores: Five test scores are listed below They represent the number of points earned by each of five students out of a possible 100 on an exam 99 95 86 75 65 57 What is the mean of the five scores? (A) (B) (C) (D) (E) 58 What is the median of the five scores? (A) (B) (C) (D) (E) 59 86 84 80 70 65 99 95 86 84 65 The margin of error to be expected in an individual’s score as a result of the degree of reliability in the test is known as (A) (B) (C) homoscedasticity error of estimate error variance (D) (E) error of measurement test bias 60 Jennifer, a 17-year-old high school student, has confided in a number of her friends that she intends to hurt or kill herself Jennifer’s friends at a different school reported her comments to their school counselor This counselor notified the school counselor at Jennifer’s school and arranged for the three of them to meet to discuss Jennifer’s concerns Jennifer was questioned about her comments, which she quickly denied Jennifer’s school counselor met with her again to discuss the same matters What action is the school counselor obligated to perform at this point? (A) (B) (C) (D) (E) Have Jennifer sign a “Suicide Contract” Complete a referral for a psychological evaluation Notify Jennifer’s teacher Notify Jennifer’s parents Notify the immediate supervisor in the school 61 Which of the following descriptions illustrates Bandura’s social cognitive theory? A A mother takes away Joey’s video game after he hits his sister, so he hits his sister less often B A father stops nagging his daughter to clean up her room after she finally cleans it, so the daughter cleans her room more often to prevent her father from nagging her C A teacher gives her students a star each time they raise their hands before they speak out, so the students raise their hands more often D A mother sweeps the floor and her 4-year-old daughter follows around after her pretending to sweep the floor E A teacher sees Louise steal a pencil from Jimmy’s desk and tells Louise to put it back 62 “Don’t you think it might be time to try something different when he starts yelling and screaming?” What is the problem with the counselor’s statement above? A Multiple questions B Bombarding questions C Culturally inappropriate question D Judgmental pressure E Failing to address the client by name 63 Which of the following is NOT a significant advantage of conducting psychoeducational and counseling groups in schools? A Groups are natural environments for most students B Groups provide opportunities for students to talk to and hear from others with similar experiences C Groups allow more students to benefit from the school counselor’s time and effort D Groups allow students to participate without requiring that they be active E Groups allow students to discuss experiences with peers while keeping the information from parents 64 Which of the following is most important when working with adolescents in a small-group counseling format? A Establishing trust between the member and the facilitator B Setting firm boundaries on the use of inappropriate language C Creating rules as a group that everyone can agree to D Being able to relate to the members on their own terms E Keeping members from getting into emotional conflicts 65 Which of the following school counselor strategies would be most appropriate and effective in addressing prejudicial opinions and behaviors that are directed at students in a cultural minority? A Facilitating cultural-identity groups for students in a cultural minority B Requiring all students to watch videos about prejudice C Working individually with students whose behavior is offensive to those in a cultural minority D Sending home materials and asking parents to talk to their children about prejudice E Using In-School-Suspension (ISS) and Out of School Suspension (OSS) disciplinary actions when students engage in prejudicial behavior 66 In any country, the values and beliefs of the dominant culture significantly impact the educational system Which of the following characteristics is NOT one of the United States’ dominant culture worldviews that affect our educational system? A Competition B Flexible time schedules C Dualistic (right/wrong) thinking D Individualism E Mastery of control over nature 67 If parents ask a school counselor to disclose what their child has said during individual counseling, which of the following is the most appropriate response by the counselor? A Summarize and paraphrase what their child had disclosed B Clarify for them the value and importance of confidentiality and ask if they are willing to not ask for this information C Tell them that a counselor cannot break the confidentiality of work with students D Ask them to get their child’s consent to have the counselor talk to them about the counseling work E Offer to let them read counseling notes from work with their child 68 According to the American School Counselor Association (ASCA) Ethical Standards for School Counselors, which of the following is NOT a specific responsibility of the school counselor when using computer technology in work with students? A Ensuring that computer applications are appropriate for the individual needs of the client B Ensuring that the client understands how to use the computer applications C Ensuring that computer applications are free from discriminatory information and values D Ensuring that computer applications are content valid E Ensuring that follow-up counseling assistance is provided to the client 1.C 2.B 3.E 4.C 5.C 6.E 7.B 8.B 9.C 10.A 11.E 12.C 13.E 14.A 15.D 16.C 17.C 18,D 19.B 20.C 21.B 22.D 23.B 24.B 25.C 26.A 27.C 28.B 29.D 30.C 31.C 32.D 33.D 34.C 35.B 36.E 37.D 38.A 39.C 40.A 41.B 42.D 43.C 44.D 45.C 46.E 47.A 48.D 49.E 50.A 51.C 52.D 53.B 54.C 55.C 56.D 57.B 58.C 59.D 60.D 61.D 62.D 63.E 64.A 65.A 66.B 67.B 68.D ... provided to the client 1.C 2. B 3.E 4.C 5.C 6.E 7.B 8.B 9.C 10.A 11.E 12. C 13.E 14.A 15.D 16.C 17.C 18,D 19.B 20 .C 21 .B 22 .D 23 .B 24 .B 25 .C 26 .A 27 .C 28 .B 29 .D 30.C 31.C 32. D 33.D 34.C 35.B 36.E... herself Jennifer’s friends at a different school reported her comments to their school counselor This counselor notified the school counselor at Jennifer’s school and arranged for the three of them... training 22 In an effort to increase cross-cultural competence in the practice of school psychology, David W Barnett and colleagues have developed which of the following models for helping school counselors