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Cross identity Eth
Identity models + Eth Std 9,10 Prof Issues
| Question | Answer |
|---|---|
| Atkinson, Morten, and Sue’s Racial/Cultural Identity Development (R/CID) Model: C DR II | Conformity, dissonance, Resistance and Immersion,Introspection, Integrative Awareness |
| Cross’s Black Racial Identity Development Model: PE I3 | Pre-Encounter, Encounter, Immersion-Emersion, Internalization,Internalization-Commitment |
| Resistance and Immersion: C DR II | People in this stage have positive attitudes toward members of their own minority group, conflicting attitudes toward members of other minority groups, and negative of the majority group. unlikely to seek therapy because of their suspiciousness |
| Introspection-C Dr II | question their unequivocal allegiance to their own group,concerned about biases that affect their judgments of members of other groups. They’ve become comfortable with their cultural identity but are also concerned about their autonomy and individuality |
| Dissonance: C Dr. ii | They may prefer a therapist from the majority group but want the therapist to be familiar with their culture, and they’re interested in exploring their cultural identity. Contradictory, aware |
| The R/CID Model (Atkinson, Morten, & Sue, 1998) distinguishes between five stages of identity development that | differ in terms of how members of racial and cultural minority groups view members of their own minority group, other minority groups, and the majority group. |
| C drii, Integrative Awareness: People in the integrative awareness stage are aware of the positive and negative aspects of all cultural groups AND | secure in their cultural identity, committed to eliminating all forms of oppression,multicultural. Their preference for a therapist is based on similarity of worldview, and they’re most interested in strategies aimed at community and societal change. |
| Cross:Immersion-Emersion: People in this stage reject White culture and? | idealize and become immersed in their own culture. |
| Cross-Internalization-Commitment: People in this stage have internalized a Black identity and are committed to social activism.what are the later substages? | internalization stage, which consists of Black nationalist, biculturalist, and multiculturalist subtypes. |
| cross-Pre-Encounter: People in the pre-encounter stage? | idealize and prefer White culture. They have negative attitudes toward their own Black culture and may view it as an obstacle and source of stigma. |
| Cross black identity: Internalization? | defensiveness and emotional intensity related to race decrease. People in this stage have a positive Black identity and tolerate or respect racial and cultural differences. |
| Cross - Encounter? | question their views of White and Black cultures as the result of exposure to events that cause them to become aware of the impact of racism on their lives. These individuals are interested in learning about and becoming connected to their own culture. |
| What is racial salience? | a person’s race is a relevant part of his/her self-concept at a particular point in time and in a particular situation. For instance, race may become more salient for a person when he/she witnesses or experiences discriminatory behavior |
| What is race centrality? | a person normatively defines herself in terms of race and is affected by the importance of race to the person relative to other identities such as gender and religion. As an example, for some African American women, gender may be more important than race |
| Racial regard includes private and public regard. What's the difference? | Private -a person feels positively or negatively toward blacks and about being an African American. Public regard refers to the extent to which a person feels that others view African Americans positively or negatively. |
| racial ideology refers to a person’s beliefs and opinions about the ways African Americans should live and interact with society. Sellers and his colleagues distinguish between ? racial ideologies: | 4. nationalist (fubu), oppressed minority ideology (coalition w other), assimilationist (work system), humanist (peace/climate) . |
| The multidimensional model of racial identity (MMRI) developed by Sellers and his colleagues (1998) does not describe sequential stages of identity development but, instead, proposes that a person’s racial identity ? | may vary across time and situations. for blk individuals and defines African American racial identity “as the significance and qualitative meaning that individuals attribute to their membership within the Black racial group within their self-concepts” |
| Helms's White Racial Identity Development (WRID) Model: Helms's (1984, 1995) WRID Model consists of two phases, what are those phases? | abandonment of racism and defining a nonracist White identity. Each phase includes three statuses, and each status is characterized by a different information processing strategy (IPS) that people use to think about race-related issues. |
| WRID-Contact: This status is characterized by a lack of awareness of racism and satisfaction with the racial status quo. AND | People in this status usually have had limited contact with people from racial minority groups and may describe themselves as being colorblind. IPS: obliviousness. |
| WRID-Disintegration: People transition to this status when they become aware of contradictions that create race-related moral dilemmas. Give example | for example, a conflict between the belief that all people are created equal and their unwillingness to live in an integrated neighborhood. These dilemmas cause confusion and anxiety. IPS: suppression and ambivalence |
| What stage of WRID do People make attempts to resolve the dilemmas of the previous status by believing that Whites are superior/blaming? | Reintegration. Whites are superior to minority group members and blaming minority group members for their own problems. IPS: selective perception and negative out-group distortion. |
| What stage of WRID has superficial tolerance of minority group members that may be accompanied by paternalistic attitudes? | Pseudo-Independence: faced with an event that makes them question their beliefs about White/ minority groups. superficial tolerance of minority group members,paternalistic attitudes/bxs perpetuate racism. IPS: reshaping reality and selective perception. |
| In WRID model, during the Immersion-Emersion what are whites searching for? | Immersion-Emersion:People in this status search for a personal meaning of racism and an understanding of what it means to be White and to benefit from White privilege. IPS: hypervigilance and reshaping. |
| WRID when do people obtain Autonomy? | Autonomy: People attain a state of autonomy when they develop a nonracist White identity, value diversity, and can explore issues related to race and racism without defensiveness. IPS: flexibility and complexity. |
| Is therapy improved for therapists in higher WRID statuses? | White therapists with higher racial identity statuses also have higher levels of multicultural counseling competence- Helm's research. |
| Troiden’s model of gay and lesbian identity development, “homosexual identities are most fully realized when what 3 things occur? | when self-identity, perceived identity, and presented identity coincide; that is, where an accord exists among who people think they are, who they claim they are, and how others view them” (1988, p. 31). |
| (TMHID) Sensitization: This stage occurs during childhood feeling different from same-sex peers. what does it look like? | Young girls may feel not feminine/pretty, are more independent, aggressive than other girls are; young boys may say they’re less interested in sports and less aggressive interested in art, reading, solitary activities. |
| (TMHID) Identity Confusion: This stage begins in middle or late adolescence when ? | kid attracted to same sex, suspect they’re gay or lesbian. This leads to uncertainty/anxiety which they attempt to alleviate with denial, avoidance, repair (attempting to change), redefinition (viewing homosexual feelings as a phase), or acceptance. |
| (TMHID) Identity Assumption: The transition to identity assumption occurs when the person begins to accept a gay or lesbian identity, which is usually between 19 and 21 years of age for males , females? | 21 and 23 years of age for females. Individuals in this stage seek out social and sexual relationships with gays or lesbians and disclose their sexual orientation to gay and lesbian peers and adults and to some heterosexual family members and friends. |
| (TMHID) Identity Commitment: People in this stage have internalized a gay or lesbian identity, accepted homosexuality as a way of life, who are they comfortable disclosing to? | are comfortable disclosing their sexual orientation to heterosexual individuals including family members, friends, and coworkers. |
| Worthington et al.’s (2002) model defines heterosexual identity development as? | as the individual/social processes by which heterosexually identified persons acknowledge and define their sexual needs, values, sexual orientation and preferences for sexual activities, modes of sexual expression, and characteristics of sexual partners” |
| sexual identity development involves two interacting processes – an individual sexual identity process and a social identity process – which occur during five sexual identity statuses for what theory? | Worthington, Savoy, Dillon, and Vernaglia’s Multidimensional Model of Heterosexual Identity Development: |
| stage 1. in the five sexual identity statuses in Worthington et al Heterosexual identity model? | Unexplored commitment -“microsocial (e.g., familial) and macrosocial (e.g., societal) mandates for acceptable gender/sexual behavior and/or avoidance of sexual self-exploration |
| Heterosexual identity stage 2- active exploration and 3-diffusion. | Active exploration involves “purposeful exploration, evaluation, or experimentation of one’s sexual needs, values. Diffusion is characterized absence of active exploration and commitment. |
| Hetero identity "deepening and comittment" stage 4 | Deepening and commitment entails moving toward “greater commitment to one’s identified sexual needs, values, sexual orientation and/or preferences for activities, partner characteristics, and modes of sexual expression” |
| Heterosexual identity what is the 5 phase? | Synthesis is marked by integration of one’s sexual identity with other identities (e.g., gender, race/ethnicity). |
| Heterosexual-identified participants obtained higher scores on less advanced stages of global identity development-identity foreclosure/diffusion. In contrast, sexual-minority-identified participants obtained higher scores on global identity achievement. | Konik and Stewart suggest that the greater effort of sexual-minority-identified individuals in developing a sexual identity may facilitate achievement of other aspects of their identity. |
| assessment techniques “in a manner and for purposes that are appropriate in light of the research on or evidence of the usefulness and proper application of the techniques. | psychologists use tests “whose validity and reliability have been established for use with members of the population tested.” “when such validity or reliability has not been established, psychologists describe the strengths and limitation |
| when psychologists’ conclusions about the mental competence of an individual are based, to some extent, on the results of an evaluation conducted by another mental health professional, they should | explain why it was necessary to use those results and how doing so may have affected their conclusions. |
| testing procedures may require adaptation when ?? | a test is administered to examinees with disabilities.deviating from standardized procedures when doing so is supported by research or other evidence. |
| adaptations as changes made to a test to increase its access for certain test takers that can take the form of ? | accommodations or modifications |
| Accommodations are “relatively minor changes to the presentation and/or format of the test, test administration, or response procedures that maintain the original construct and result in scores comparable to those on the original test | Using a large-print or braille version of a test of content knowledge for visually impaired examinees is an example of an accommodation |
| Modifications | changes to test content and/or testing conditions that alter the construct to some extent and result in scores that do not have the same meaning as scores on the original test |
| Accommodations and modifications should be documented in | test reports along with a description of how they affect the validity of the interpretation of test scores. B treated “like a newly developed assessment that needs to adhere to test standards for validity, reliability/precision, fairness, and so forth” |
| administering tests designed to be administered in-person via telepsychology ... | Wright etal use wider confidence intervals when interpreting test scores in this situation because the margin of error is increased whenever scores are derived from nonstandardized administration procedures. noting in test feedback and reports |
| Allowing unqualified individuals to use psychological assessment techniques is prohibited by Standard 9.07, except | when doing so is for the purpose of training the individual and the individual is provided with appropriate supervision. |
| prohibits psychologists from basing decisions and recommendations on test results “that are outdated for the current purpose,” | it may be acceptable to use outdated tests results and obsolete tests when they are appropriate for the purpose of a current evaluation. |
| revised version of a test does not necessarily make the previous version | obsolete or make its use unethical. They point out that “continued use of a prior version in some instances can be more consistent with the ethical responsibility to provide services that are beneficial” |
| t psychologists must take “reasonable steps” to explain assessment results to the individual or his/her representative unless the situation precludes this requirement which may occur, for example, | the assessment is part of employment screening or forensic evaluation. However, in these situations, the reason for preclusion should be discussed with the person prior to assessment |
| current standards of practice support communicating to … [examinees] that measures will be used to assess the examinee’s honesty and efforts to do well, without | describing the particularities of the tests that will be used to measure exaggeration or other elements of malingering” |
| psychologists must inform clients of “the developing nature of the treatment, the potential risks involved, alternative treatments that may be available, and | the voluntary nature of their participation. |
| Informed consent for telepsychology says? | psychologists strive to obtain and document informed consent that specifically addresses the unique telepsychology services they provide” . disruptions due to technology failure, increased risk for breaches of confidentiality, limit respond to ER. |
| Standard 10.08 prohibits sexual intimacies with former clients for at least ... | two years following termination of therapy and then only in the “most unusual circumstances.” “bear the burden of demonstrating” that a sexual relationship is not exploit: time since therapy terminated; nature, duration, and intensity of the therapy. |
| prohibits psychologists from engaging in sexual intimacies with “individuals they know to be” relatives and significant others of | current therapy clients, while Standard 10.07 prohibits psychologists from providing therapy to individuals they have been sexually involved with in the past. |
| terminate therapy when it becomes clear that a client no longer needs or is benefiting from it. However,? | does not mean that a therapist and client cannot reevaluate the client’s progress to continue therapy (“provide pretermination counseling and suggest alternative service providers as appropriate” terminate therapy without pretermination“when threatnd |
| Guidelines for referral decisions are not provided in the standards of the APA Ethics Code but are provided in its aspirational guidelines.. | psychologists consult with, refer to, or cooperate with other professionals and institutions to the extent needed to serve the best interests of those with whom they work.” Some experts rec 3 |
| For a client to succeed in a claim of malpractice against a psychologist, four conditions must be met | professional relationship w. (b) There was a dereliction or breach of the duty. The client suffered injury or harm as a result of dereliction or breach. dereliction or breach of duty was the direct or proximate cause of harm or injury. |
| for the client to obtain monetary compensation, Malpractice | the harm or injury must be measurable in economic terms. |
| APA’s Committee on Legal Issues (2006) has provided the following guidelines for responding to a subpoena: Step 1 and 2? | Determine if the subpoena is legally valid. invalid if improperly served. (2) If the subpoena is valid, a formal response is required, but you should first contact the client to discuss the possible implications of providing the requested information. |
| ) If the client authorizes you to release the information, you may do so. But, if the client doesn’t authorize you to provide the requested information, contact the party who issued the subpoena to see if he/she is willing to withdraw or limit the request | (4) If the attempt to negotiate with the requester is unsuccessful, seek guidance from the court informally by letter or formally with a motion to quash the subpoena or a protective order. |
| Last step Subpoena | requested to provide info in court or at a deposition and you do not have the client’s authorization, assert the psychotherapist-patient privilege on the client’s behalf and reveal the information only with the client’s authorization or a court order. |
| Insanity is a legal term, usually means | not guilty by reason of insanity” if, because of a mental disease or defect, he/she failed “to appreciate or understand that certain actions … [were] wrong in a legal or moral sense” at the time of the crime |
| In the United States, the insanity defense is used in only 1% of all criminal cases and is successful about ? | 25% of the time |
| Competency is also a legal term and refers to a defendant’s current mental status AND | competency to stand trial evaluations are the most common type of competency evaluations and involve assessing the ability of defendants to “cooperate with their attorneys and … understand the charges and proceedings against them” |
| Methods used to evaluate competency to stand trial include a clinical interview AND | a mental status exam, psychological tests (MMPI2, WAIS-IV), review of collateral information, competency specific tests. Others: competency to refuse the insanity defense, competency to plead guilty, and competency to waive the right to counsel. |
| Evaluations of civil competencies “generally focus on ? | an individual’s ability to understand any of the information that is relevant to making an everyday decision” and include assessing competency to make a will, enter into a contract, and make medical decisions. |
| A fact witness is a person? | who testifies as to what he/she has seen, heard, or otherwise observed regarding a circumstance, event, or occurrence as it actually took place.... Fact witnesses are generally not allowed to offer opinion, |
| Fact witnesses may provide confidential client information in legal proceedings only ? | with the authorization of the client or a court order. |
| an expert witness is a person “who by reason of education or specialized experience possesses superior knowledge respecting a subject.” | Psychologists who have been qualified as expert witnesses by the court are allowed to offer opinions and testimony about hypothetical situations. |
| two types of psychological autopsy: | Equivocal death psychological autopsy (EDPA) and Suicide psychological autopsy (SPA) is used to identify the psychosocial factors that contributed to a person’s suicide. SPAs are conducted for forensic, research, and clinical purposes . |
| forensic investigations,suicide SPAs help resolve questions related to insurance claims, contested wills, malpractice claims, worker’s compensation, and other legal issues. | research, SPAs help identify suicide risk factors and methods of prevention. As a clinical tool, SPAs provide information that helps family members understand the deceased’s state of mind at the time of death and facilitates their grieving process. |
| Psychological autopsies are often conducted by psychologists, psychiatrists, and other mental health professionals who have had training in forensic psychology and/or death investigation. | Information is obtained from multiple sources, including the crime scene, medical and police records, records left by the deceased person (e.g., suicide note, letters and emails, bank accounts, employee or student records), and interviews with others |
| a psychological autopsy is accepted as the basis of expert testimony in some civil cases but | is unlikely to be accepted in criminal cases (Costanzo & Krauss, 2021). However, despite its limitations, the psychological autopsy continues to be considered an important tool for identifying risk factors associated with suicide |
| individuals 12 years of age and younger, use terms such as “child,” “boy,” and “girl.” For individuals 13 to 17 years old, use terms such as “young person” and “adolescent.” | For individuals aged 65 and older, appropriate terms include “older adult” and “persons 65 years of age and older.” Avoid using such terms as “elderly,” “senior citizens,” and “the aged.” |
| Use “person in a wheelchair” | person with AIDS” (b) Use person-first language or, when preferred by the community or individual, identity-first language. “Adolescent with autism spectrum disorder” and “people with visual impairments” are examples of person-first language, |
| For people who identify as Hispanic, Latino or Latina, or other related designation, | use the term preferred by the individual or population. Alternatively, use “Latinx” or other inclusive term or indicate the region or nation of origin (e.g., Salvadoran or Costa Rican). (d |
| For people of Middle East or North African origin, use the terms the individual prefers or, if a preference cannot be determined, use the term | Middle Eastern and North African” (MENA) or indicate the nation of origin. People of MENA descent who claim Arab ancestry and live in the U.S. may be referred to as “Arab Americans.” |
| responding directly to negative reviews on a website is likely to violate ethical responsibilities and HIPAA’s privacy rule, AND | counteracting negative reviews by soliciting and posting positive testimonials from current clients or others vulnerable to undue influence violates ethical requirements. |
| reduce the effects of negative reviews by establishing a positive online presence – for example, by posting patient-satisfaction ratings | or positive evaluations from supervisors. when a psychologist receives several negative reviews, this might suggest that consultation would be useful to determine if the psychologist needs to make some changes in his/her practice. |
| Telepsych-Interjurisdictional practice | psychologists must determine the legal requirements for telepsychology in the jurisdictions where they and the client are located at the time services will be provided (APA Services Inc., 2021). |
| Psychologists must consider several factors when providing telepsychology services to clients located in other jurisdictions? | laws related to child and elder abuse reporting, the duty to warn or protect, and civil commitment in the jurisdictions where their clients are. local resources that are available to clients in emergency situations |
| National and regional accreditation are both institutional types of accreditation, which means they apply | to entire institution and all of its programs. Specialized accreditation is also known as program accreditation and applies to (a) a particular department, school, or program (a school of behavioral sciences, entire freestanding specialized institution. |
| APA Commission on Accreditation (APA-CoA) is | the primary specialized accreditation agency in the United States for education and training in psychology. It accredits doctoral programs in clinical, counseling , school psychology; (b) doctoral internships/ (c) postdoctoral residencies |
| JARS for quantitative research include guidelines for | experimental and nonexperimental research, replication studies, studies using structural equation modeling, and meta-analyses. infor that should be included in manuscript’s title page/ abstract,introduction, methods, results, and discussion |
| the protection of and accountability to the public … [as the] | paramount goals of supervision” (p. 1) and indicates that this refers to the protection of the welfare of the supervisee’s clients. |
| Supervisors must ordinarily avoid multiple relationships involving a supervisee “due to the potential loss of supervisor objectivity or exploitation of the supervisee” AND | be aware that, because of the power differential, “supervisees may not be able to refuse to engage in a multiple relationship or to withdraw |
| delegated supervisor is a “licensed health practitioner to whom the primary supervisor may choose to? | delegate certain supervisory responsibilities” |
| generate and maintain records regarding dates of scheduled supervision as well as an accurate summary of the supervision and the supervisee’s competence” and that “these records must be maintained? | until the supervisee obtains a license or for at least 7 years after the supervision terminates, whichever is greater” |
| competency-based supervision” ? | metatheoretical approach- identifies the knowledge, skills and attitudes that comprise clinical competencies, informs learning strategies and evaluation procedures, and meets criterion-referenced competence standards consistent with evidence-based pract |
| professionalism; assessment/evaluation/feedback; problems of professional competence; and ethical, legal, and regulatory considerations. They also identify who as primary concern? | protecting the welfare of the client as a supervisor’s primary legal and ethical obligation. They give priority to protecting the well-being of supervisees’ clients when responding to competence problems of supervisees. supervisors as “gatekeepers |
| person-centered supervision focuses on the relationship between | the supervisor and supervisee rather than the process of supervision and involves providing the conditions of empathy, genuineness, and unconditional positive regard |
| The structure of cognitive-behavioral supervision sessions parallels the structure of cognitive-behavioral therapy | with each session consisting of the following components: check-in, building a bridge to the last session, setting and working through an agenda, summarizing, assigning homework, and getting feedback. Soc?,beh rev, imagery |
| integrated developmental model (IDM; Stoltenberg, McNeill, & Delworth, 1998), which distinguishes between three levels of supervisee development that are characterized by different degrees of self-other awareness, motivation, and autonomy: | Level 1 supervisees focused on themselves, limited self-evaluation, high in motivation/anxious about evaluation, dependent. Level 2 better focus on their clients,exhibit empathy, have fluctuating levels of motiv/confi- between autonomy/depend. |
| Process model; discrimination model, which distinguishes between three focus areas for supervision and three supervisor roles. | focus areas are intervention (process) skills, conceptualization skills, and personalization skills, and the supervisor roles are educator, counselor, and consultant. Sup and adopt/swap |
| ASPPB’s Psychology Interjurisdictional Compact (PSYPACT) is an interjurisdictional agreement that allows psychologists who have a doctoral degree in psychology and an active, unrestricted license in a compact state to | legally provide professional services to clients in other compact states via telepsychology or on a temporary in-person, face-to-face basis without being licensed in those states. |
| For psychologists licensed in a compact state to provide telepsychology services to clients in other compact states, they must obtain an | E.Passport from the ASPPB and an(APIT) from the PSYPACT Commission. When these have been obtained, psychologists may practice telepsychology in any compact state without obtaining additional licenses. |
| APA Commission on Accreditation (APA-CoA) is the primary specialized accreditation agency in the United States for education and training in psychology. | It accredits (a) doctoral programs in clinical psychology, counseling psychology, school psychology, and other developed practice areas; (b) doctoral internships |
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