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| Trait Factor Theory of Voc. Dev. | individuals need to understand their abilities, aptitudes, interests and skills (traits) and match these to the specific requirements and demands (factors) of different occupations
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| Frank Parsons | Trait-Factor Theories of Vocational Development....successful matching of individual traits with job factors is the key to a successful and satisfying vocational choice
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| Psychoanalytic Theory | views work as an unpleasant activity that requires the reality oriented ego to suppress and control the pleasure oriented id. the defense mechanisms of reaction formation and over compensation explain opposite choices
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| Ann Roe | Psychoanalytic theory. children with cold and rejecting early parent/child relationships would be inclined to choose careers not involving people interactions and with warm child/parent relationships choose careers with a lot of people interactions
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| Donald Super (Self-Concept) | when making vocational choices individuals act in relation to their understanding of themselves. Psychologically, career choices are driven by Self-Concepts. Life roles=life rainbow
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| 5 Stage Psycho-Social Theory of Voc. Development | Growth (birth to 14)
exploration (15-24)
establishment (25-40)
maintenance (middle age to 60)
decline (60 and over)
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| Growth (birth to 14) | child develops physically and psychologically, and is laying the foundation for a self-concept that will be critical to future vocational choices
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| Exploration (15-24) | individual begins to develop awareness of occupations, choices unrealistic and related to play but then choices are narrowed, and finally narrows to more realistic goals b/c improved knowledge of self and world
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| Establishment (25-40) | individual is in actual work situations, some that fit others don't. an occupation is chosen
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| Maintenance (middle age to 65) | continues to and attempts to improve their situation in occupation, try to maximize satisfying parts of job and minimize unsatisfying parts
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| Decline (65 and over) | pre-retirement, meet minimum requirements rather that enhance their position
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| Eli Ginzberg (Developmental Theory of Career Choice) | developmental theory of career choices, individuals pass through 3 major phases before making 1st significant career choice
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| Fantasy (birth to 11) (Ginzberg) | child thinks about occupations in relation to their fantasies about being an adult. no real thought to career
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| Tentative (11-17) (Ginzberg) | individual focused largely on themselves, evaluate interests(11-12), capacities (13-14), values(15-16)
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| Realistic (17/18 and up) (Ginzberg) | focus on available careers and evaluation/benefits of different careers. builds upon previous stages
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| John Holland (Personality-Type Theory) | different personality types are best suited to different careers
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| Developmental Theory of Career Choice | Eli Ginzberg
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| Personality-Type Theory | John Holland. 6 basic personality types and best suited careers
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| Personality Types | Realistic, Investigative, Social, Conventional, Enterprising, Artistic
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| Realistic | good with objective/physical environment. outside and hands on activities...machines, tools, nature, athletics....dislike social occupations
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| Investigative | good with intellectual environment. like ideas,words,symbols. scientific and theory...dislike enterprising occupations
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| Conventional | concrete and predictable environment. enjoy structure and routine...office and computational work...dislike artistic occupations
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| Enterprising | adventurous,challenging environment. extroverts,enjoy power,dominance...business and supervisor roles...dislike realistic
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| Social | working with people in helping,teaching,serving capacity,like being around others..dislike realistic
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| Artistic | good with creative/self-expression...music,drama,literature...dislike conventional
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| Psychoanalysis (Sigmund Freud) | Stages of Development
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| Sigmund Freud | Psychoanalysis
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| Stages of Development (Freud) | Oral(birth-1)
Anal(1-2)
Phallic(3-5)
Oedipus/Electra Complex
Latency Period (6-12)
Genital (puberty on)
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| Organization of the Psyche (Freud) | Id (pleasure principle)
Ego (reality principle)
Superego (moral principle)
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| Freud's Topographical Model | Consciousness(what you are thinking)
Preconscious(what can be brought into consciousness)
unconscious(what can't be brought into consciousness)
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| Defense Mechanisms of the Ego | defend self against internal/external threats.repression,regression,displacement,reaction formation,projection,rationalization,intellectualization,denial,identification,suppression,sublimation
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| Analytical Psychology (1) (Carl Jung) | Collective unconsciousness
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| Major Constructs | ego,personal unconscious,complexes,collective unconscious,archetypes(persona,self,anima,shadow,etc.)
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| Four Functions and Two Attitudes | 4 functions: thinking,feeling,sensation,intuition
2 attitudes:
introversion,extroversion
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| Individual Psychology (Alfred Adler) | importance of striving for success and perfection
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| Erik Erikson | epigenetic principle..human development progresses in sequential stages and each stage must be resolved for development to proceed unimpaired to the next
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| Stages of Development (Erikson) | trust v. mistrust(0-1)
autonomy v. shame/doubt(1-3)
initiative v. guilt(3-5)
industry v. inferiority(6-11)
identity v. role diffusion(11-teen)
intimacy v. isolation(21-40)
generativity v. stagnation(40-65)
integrity v. despair(65-death)
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| Karen Horney | Social and Cultural Psychoanalysis
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| Erich Fromm | Humanistic Psychoanalysis
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| Traits Approaches to Personality | 1)neuroticism 2)extraversion 3)openness 4)agreeableness 5)conscientiousness
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| Gordon Allport | Trait Theory
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| Hans Eysenck | Three-Factor Theory
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| Raymond Cattell | Factor-Analytic Approach
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| Cognitive Perspectives | George Kelley. Personal constructs, interpretation of events. Constructional alternativism...we are always able to reinterpret our representation of events.
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| George Kelley | Theory of Personal Constructs
(cognitive perspective)
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| Humanistic Perspective |
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| Existential Perspective |
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| Abraham Maslow | Importance of Self-Actualization
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| Carl Rogers | Self-Theory(Person-Centered Therapy)
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| Rollo May | Existential Analysis
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| Learning Theories | 1)Classical Conditioning
2)Operant Conditioning
3)Social Learning
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| Classical Conditioning (Respondent Conditioning/Associative Learning) | Pavlov.Unconditioned stimulus (food) elicits unconditioned response (salivation). Conditioned stimulus (bell ringing) elicits conditioned response (salivation)
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| Operant Learning/Conditioning (Stimulus-Response Theory) | B.F.Skinner. Consequences of behavior determine if that behavior will increase,decrease,or remain constant in frequency.
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| Social Learning | Bandura.
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| Albert Bandura | Social Learning
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| B.F. Skinner | Operant Learning/Conditioning
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| Ivan Pavlov | Classical Conditioning
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| operant learning (2) (stimulus-response theory) | if behavior results in unpleasant stimulus being removed the behavior is negatively reinforced and is more likely to occur the next time the unpleasant stimulus is present (b/c the behavior was effective in removing unpleasant stimulus)
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| operant learning (1) (stimulus-response theory) | if behavior results in pleasant stimulus(consequence)the behavior is positively reinforced and will increase in frequency
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| negative reinforcement | removal of an undesired,unpleasant, problematic,negative stimulus(such as pain)
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| punishment (2 types) | reduces the frequency of behavior,especially when the stimulus (usually a person) administering punishment is present 1)present averse stimulus (spanking,verbal scold) 2)withdrawal positive stimulus (taking away favorite toy, turn off Tv)
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| social learning | observe interactions in environments, learn from these observations
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| nominal | numbers are names(not nubmers) as in Group 1 and Group 2...no math..or Groups A & B
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| ordinal | percentile ranks
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| ratio |
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| mean | average
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| median | middle
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| mode | number most frequent
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| range |
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| inclusive range | highest score minus lowest score plus one
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| exclusive range | highest score minus lowest score
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| variance | average of the squared deviation scores from the mean distribution divided by number of observations(N)
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| standard deviation | square root of the variance. if the variance of a distribution is 25 the standard deviation is 5
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| raw score | number of actual points scored.
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| standard scores | mean and standard deviation have been set at certain values
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| z-scores | standard score mean of the distribution is set at 0 and standard deviation 1. a z-score of 2.5 scored 2.5 deviations above the mean.
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| t-scores | standard score mean of the distribution is 50 and standard deviation is 10. t-score 65 is 1.5 s.d. above the mean.
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| percentile ranks | percentile rank of 85 means performance was equal to or better than 85% of people taking test
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| normal probability curve | bell curve.mean is directly in center, standard deviations pall at know percentiles along curve
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| bimodal distribution | camel back..2 high points. data may be reflecting performance of 2 diff. groups, actual mean falls somewhere between 2 high points
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| skewed distribution | positively skewed has tail extended toward right(higher values) negatively skewed tail to left(lower values)
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| observed score | the resulting score a person obtains when taking a test
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| standard error of measurement | for every test given, a SEM(a number) must be considered and subtracted out
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| true score | the score left after the SEM or your observed score
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| confidence bands |
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| correlation | how measure relationship between 2 sets of paired numbers. range from -1 to +1. shows association between data but not cause/effect. correlations between -.30 and +.30 are not significant (like 0)....(reliability correlation .80 above good)
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| pearson product-moment correlation | used with interval scale numbers
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| multiple regression | designed to predict a single dependent variable using correlations obtained with a number of other variables
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| stepwise multiple regression | as much variance possible by the best predictor, moves to the second, the third,etc.
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| factor analysis | looking to find a much smaller number of underlying factors/qualities that are the essence of many separate/distinct measurements you have obtained
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| applied research | designed around a specific problem, and the research questions when answered, will help solve 1 or more aspects of the problem...study to see if members of minority group get same rehab services as maj. group
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| basic research | investigates the truth of existing theory or tries to discover new knowledge that will further the development of theory...investigate therapeutic value of 3 critical attitudes and values postulated by person-centered therapy
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| descriptive research | usually investigates whether 1 or more groups differ from one another on one or more dependent variables...i.e. examine if IQ's of men and women were significantly different
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| experimental research | form of descriptive,there is a control group,but is tries to see cause and effect...test effectiveness of new AIDS meds. one group gets meds other placebo
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| group research | subjects sorted into groups they naturally fall or randomly into experimental groups defined by researcher
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| single subject research | one person studied, but may cross validations of procedures with other single subjects
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| single case study |
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| longitudinal case study |
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| dependent variable | factor being measured and free to vary within diff. levels of the independent variable being studied
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| independent variable | may or may not have relationship to values taken by the dependent variable
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| null hypothesis | statement that there will be no difference in the values taken by the dependent variable for the different levels of the independent variable being studied
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| type 1 error | means null hypothesis was mistakenly taken as false when in fact it was true
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| type 2 error | null hypothesis was taken as true when it was false
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| significance level | probability value set for concluding there are in fact differences in the studied data not due to chance
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| sample | group of subjects being studied
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| population | the larger group the study is hoping to learn more about(usually too big to study so take a sample from)
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| generalizability | extent to which results found for the sample can be extrapolated and applied to the population it claims to represent.
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| extrapolated scores |
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| reliability | test measures consistently
(a reliable measurement is not necessarily valid)
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| validity | test measures what it claims to measure (valid measure of a construct will also be a reliable one)
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| face validity | the test looks reasonable to a person in relation to what it claims to measure...face validity cannot be measured
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| content validity | a test adequately samples from the entire domain it intends to measure
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| reliability/validity coefficients | reliability coefficients tend to be higher than validity coefficients b/c easier for test to predict itself reliability coefficients usually .80 or higher
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| test-retest reliability | subjects produce similar scores on a subsequent administration of the test scores they produced on the first administration of the test
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| split-half reliability |
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| parallel form reliability | two or more forms/versions of same test, ex. Form A/B..give one at start other at end
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| criterion/predictive validity | when a test score is correlated with some event beyond itself. counselors like b/c they need to predict what will happen if certain courses of action are followed
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| concurrent validity | used to describe a particular type of criterion or predictive validity. if two tests measure same thing then should have high concurrent validity coefficient
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| construct validity | when a test has wide acceptance as a means for measuring a construct
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| intelligence tests | ability to solve problems and to learn and retain new information...tests measure not how much intelligence a person has but how they perform (WAIS-IV)
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| aptitude tests | designed to measure more specific or focused areas that predict the likelihood to learn and master knowledge or skills needed for a vocation...measure future achievement/predict performance (GRE, Gen.Apt.Test Battery-GATB)
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| achievement tests | measure how much was actually learned after the training/education was received (GED,WRAT-R)
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| personality tests | no right or wrong answers, psychometric instruments with standardized administration, scoring and norms (MMPI-2),Calif.Psych.Invent.(CPI)Myers-Briggs Type Indicator, Personality Assessment Inventory
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| vocational interests | 1) Expressed interests-what a client verbally states he/she would like to do
2) Manifest interests-activities client actually engages in and enjoys
3) tested interests-results obtained from interest inventories
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| 1935 Social Security Act |
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| 1936 Randolph-Sheppard Act |
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| 1938 Wagner-O'Day Act |
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| 1943 Barden-Lafollette Act |
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| 1920 Smith-Fess Act |
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| 1917 Smith-Hughes Act |
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| 1918 Soldier's Rehabilitation Act |
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| Voc. Rehab. Act Amendments of 1954 |
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| Voc. Rehab. Act Amendments of 1965 |
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| Rehabilitation Act of 1973 |
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| Title V Section 501 |
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| Title V Section 502 |
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| Title V Section 503 |
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| Title V Section 504 |
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| Rehab. Act Amendments of 1974,'76,'78 |
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| Rehab. Act Amendments of 1986 |
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| Rehab. Act Amendments of 1992 |
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| Workforce Investment Act and Rehabilitation Act Amendments of '98 |
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| Title I (Employment) |
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| Title II (Public Services) |
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| Title III (Public Accommodations) |
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| Title IV (Telecommunications) |
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| Title V (Miscellaneous Provisions) |
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| Eligibility criteria for services from American state-federal rehabilitation program |
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| Most typical rehabilitation objectives |
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| Workers Compensation |
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| Workers Compensation (Purposes) |
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| Workers Compensation (Philosophy) |
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| Assumption of Risks |
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| Contributory Negligence |
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| Fellow Servant |
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| Other Problems in suing employers |
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| Early Laws |
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| Workers Compensation (Benefits) |
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| Workers Compensation (Coverage) |
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| Temporary Total Disability (TTD) |
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| Permanent Total Disability (PTD) |
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| Temporary Partial Disability (TPD) |
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| Permanent Partial Disability (PPD) |
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| Workers Compensation (Methods of Insurance) |
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| Insurance Rehabilitation |
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| Case Finding and Referral Processing |
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| Evaluation and Assessment |
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| Vocational Rehabilitation Plan Development |
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| Service Delivery and Coordination |
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| Job Placement |
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| Follow-Up |
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| Rehabilitation Process (VR Case Service Process) |
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| Rehabilitation Process (Rubin/Roessler 4 separate phases) |
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| Steps in Employability Planning |
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| IPE (IWRP) |
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| Job Placement Theory Client-Centered Placement |
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| Job Placement Theory Selective Placement (aka Directive Placement) |
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| Job-Seeking Skills Training |
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| Sources for Job Leads |
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| Psychosocial Aspects of Disability |
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| Stage Models for Adjustment |
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| Attitude and Value Changes (to successfully adjusting and coping with a disability) |
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| Secondary Gains of a Disability |
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| Somatopsychology |
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| Disability in Childhood |
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| Resolving Ethical Dilemmas |
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| Unethical Behaviors |
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| Beneficence |
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| Nonmaleficence |
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| Autonomy |
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| Justice |
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| Fidelity |
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| Dual Relationships |
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| Person-Centered Therapy (Carl Rogers) |
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| Unconditional Positive Regard (Nonpossessive Warmth) |
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| Empathy |
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| Genuineness (Congruence) |
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| Conception of Maladjustment |
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| Person-Centered Therapy (Counseling Method) |
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| Rational-Emotive Behavior Therapy (REBT) Albert Ellis |
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| The ABC Model (REBT) |
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| Irrational Beliefs (REBT) |
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| Therapy Process (REBT) |
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| Cognitive Behavioral Therapy (CBT) (Michenbaum,Beck,Ellis,Bandura) |
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| Reality Therapy William Glasser |
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| Questions in Reality Therapy |
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| Reality Therapy Focus |
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| Adlerian Therapy Alfred Adler |
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| Transactional Analysis (T.A.) Eric Berne |
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| Levels of Analysis (T.A.) |
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| 4 positions of T.A. |
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| Classical Psychoanalysis & Psychoanalytically Oriented Therapy |
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| Systems Theory |
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| Existential Therapy (1) |
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| Existential Therapy (2) |
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| Existential Therapy (Methods/Techniques/Goals) |
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| Existential Therapy (Process of Counseling) |
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| Existential Therapy (Rollo May) |
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| Existential Therapy (Irvin Yalom) |
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| Existential Therapy (Viktor Frankl) |
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| Existential Therapy (James Bugental) |
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| Carl Jung (2) |
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| Carl Jung (3) |
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| Carl Jung (4) |
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| Carl Jung (5) |
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| Psychodynamic Theory in the Present (1) |
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| Psychodynamic Theory (2) Process of Counseling |
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| Psychodynamic Theory (3) Methods and Techniques |
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| Gestalt Therapy (1) Fritz Perls |
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| Gestalt Therapy (2) |
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| Gestalt Therapy (3) |
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| Gestalt Therapy (4) |
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| Ego, Personal Unconsciousness, Collective Unconsciousness (Carl Jung) |
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| Complexes (Jung) |
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| Archetypes (Jung) |
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| Self-Actualization (Perls) |
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| Projection,Retroflection,Introjection,Confluence (Perls) |
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| Gestalt Therapy (5) |
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| Gestalt Therapy (Methods and Techniques) |
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| Psychotherapy (1) |
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| Psychotherapy (2) |
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| Psychotherapy (3) |
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| Psychotherapy (4) |
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| Psychotherapy (5) |
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| Research Agendas (Psychology and Psychotherapy) |
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| Empirically-Supported Treatments (EST) |
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| Empirically-Supported Relationship (ESR) |
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| Common Factors (Meta-analysis) |
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| Outcome Management |
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| Evidence-Based Practice (EBP) |
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| Empiricism |
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| Rationalism |
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| Humanism |
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| Collectivism |
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| 4 Counseling Paradigms |
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| Organic Medical Paradigm |
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| Psychological Paradigm |
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| Systemic-Relational Paradigm |
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| Contextual Paradigm |
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| Three Waves of Psychotherapy |
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| 1st Wave |
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| 2nd Wave |
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| 3rd Wave |
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| Individuation (Jung) |
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| linear causality |
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| Fictional Goals (Adler) |
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| Family Models | Structural Family Therapy
Strategic Family Therapy
MRI-Problem-Focused Therapy
Bowenian Therapy
Conjoint Family Therapy
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| Structural Family Therapy (Minuchin) |
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| Strategic Family Therapy (Haley;Madanes) |
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| MRI-Problem Focused Family Therapy (Fish,Weakland,Watzlawick,Jackson) |
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| Bowenian Family Therapy |
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| Conjoint Family Therapy (Satir) |
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| First-Order Change (family therapy) |
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| Second-Order Change (family therapy) |
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| constructivism |
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| social constructionism |
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| Solution-Focused Therapy (de Shazer,Berg) |
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| Solution-Oriented Therapy (O'Hanlen,Weiner-Davis) |
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| Narrative Therapy (White,Epson) |
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| Collaborative Language Systems (Anderson) |
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| Reflecting Teams (Andersen) |
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| assimilation |
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| Behavioral Group Approach |
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| Leadership Styles |
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| Accommodations |
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| Job Skills |
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| Environmental Barriers |
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| Quasi-Experimental |
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| Approaches to Family Therapy |
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| Random Sampling |
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| Cluster Sampling |
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| Stratified Sampling |
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| Horizontal Sampling |
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| Orthotic Devices |
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| Quantitative Research |
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| Qualitative Research |
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| True experimental |
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| consumer initiative |
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| universal design |
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| 1990 ADA |
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| 1992 ADA amendment |
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| 1998 ADA amendment |
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| 2009 ADAAA amendments |
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| t-group |
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| abandonment |
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| acceptance |
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| actualization |
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| acute condition |
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| acute pain |
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| chronic pain |
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| addiction |
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| arbitration |
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| assistive technology |
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| awfulization |
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| blaming |
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| blocking |
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| Brinkerhoff's 6 Stages of Evaluation |
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| Career development |
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| Case management |
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| case management systems |
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| chronic condition |
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| closed group |
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| open group |
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| norms (group) |
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| cohesion phase (group) |
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| teamwork problems |
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| structured therapy group |
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| unstructured therapy group |
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| compensation |
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| conflict phase (group) |
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| confrontation (group) |
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| consensualizing |
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| conventional morality |
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| Kohlberg |
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| dual-diagnosis |
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| counter transference |
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| counter-conditioning |
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| genogram |
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| group therapy |
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| structure of spinal cord |
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| dichotomy |
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| difficulty index |
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| disability |
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| computerized evaluation |
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| disengagement-oriented |
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| displacement |
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| disposition-type |
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| distressed identification (Siller) |
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| Directory of Occupational Titles (DOT) |
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| double-bind (Haley) |
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| dream analysis |
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| duty to warn |
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| eeg |
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| ekg |
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| Id, Ego, Superego (Freud) |
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| emotional flooding |
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| Employment Inventory (EI) |
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| empowerment |
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| empty chair (Gestalt) |
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| hot seat (Gestalt) |
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| enactment (family therapy) |
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| energizer (group) |
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| epigenetic |
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| engagement-oriented |
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| ergonomics |
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| ex post facto |
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| extended period of eligibility |
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| SSI |
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| SSDI |
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| medicare |
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| medicaid |
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| extended support employment setting |
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| extinction |
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| failure identity |
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| Family Medical Leave Act (1993) |
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| Federal Employment Compensation Act |
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| Federal-State Unemployment |
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| fidelity |
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| figure ground relationship (Gestalt) |
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| forced choice test |
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| forensic rehabilitation |
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| free association |
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| Functional Assessment Evaluation(FCE) |
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| Functional Assessment Inventory (FAI) |
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| functional capacity |
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| functional job-matching strategy |
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| functional limitations |
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| gatekeeper (group) |
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| generalized rejection (Siller) |
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| Genetic Information Nondiscrimination Act (GINA) |
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| grounded theory |
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| handicap |
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| Harlow |
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| Health Insurance Portability and Accountability Act (HIPPA) 1996 |
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| hemiparesis |
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| hemplegic |
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| high context communication |
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| hospitalism |
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| human capital theory |
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| human factors engineering |
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| impairment |
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| imputed functional limitations |
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| incomplete scenarios |
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| incongruous hierarchy |
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| independent living paradigm |
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| individual practice association program |
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| Individuals with Disabilities Education Act (IDEA) |
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| inductive logic |
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| inferred emotional consequences |
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| info. in a treatment plan |
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| Integrated Developmental Model (Delworth & Stoltenberg) |
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| Integrated employment setting |
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| intensive case management |
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| intensive outpatient case management |
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| interaction strain |
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| intermittent reinforcement |
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| joining |
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| Kirkpatrick's 4 Levels of Evaluation |
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| Laisses-Faire |
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| long-term disability insurance |
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| low physical exertion |
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| managed care |
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| Myers-Briggs Type Indicator (MBTI) |
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| mimesis (family therapy) |
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| monoplegia |
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| MPSMS |
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| multi-point item |
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| musterbation (Ellis) |
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| career counseling tests |
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| coping strategies |
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| Occupational Outlook Handbook (OOH) |
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| paraplegia |
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| paradoxal stage of pain response |
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| paresis |
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| stroke/CVA |
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| placating |
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| Plan to Achieve Self Support (PASS) |
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| Point of Service Plan |
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| positioning |
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| positive group actions |
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| probing |
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| Public Vocational Rehabilitation Program (VR) |
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| quadriplegia |
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| Rene Spitz |
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| repression |
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| reversibility |
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| Rorschach | inkblot
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| job matching |
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| strategic planning |
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| work-hardening |
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| mediation |
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| American Association of People with Disabilities (AAPD) |
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| American Disabled for Accessible Public Transit (ADAPT) |
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| attacker (group) |
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| Client Assistance Program |
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| Halo effect |
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| Occupational Information Network O*NET |
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| storyteller (group) |
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| Ticket to Work & Workforce Incentives Improvement Act (TWWIIA) |
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| thought stopping |
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| TIA transient ischemic attack |
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| top dog/underdog (Gestalt) |
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| transferable skills |
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| transferable skills analysis |
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| Trial Work Period |
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| Functional Capacity Evaluations (FCE) |
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| United States Dept. of Veterans Affairs (VA) |
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| basic actions according to CRCC |
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| stages in group development |
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| 4 stages of group progression |
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| 5 stages of group |
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| five levels of exertion |
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| 4 areas of cultural competency |
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| 4 categories in MBTI |
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| 4 main family structures |
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| stages of adjustment to disability |
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| steps of desensitization process |
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| 3 main disability models |
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| 3 types of arbitrators |
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| 2 categories of US Labor Dept |
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| factors in a labor market survey |
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| NRA |
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| 2 components when assessing functional capacity |
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| VA established |
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| where can person find info. on occupations |
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| work conditioning |
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| Self-Directed Search |
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| Vocational Preference Inventory |
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| Strong Interest Inventory |
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| reliability (2) | the consistency and stability of measurements. it is essentially the test predicting itself from one administration to the next. a test that cannot predict itself will be unable to predict anything else
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| interest inventories | no right/wrong answers,ask what likes/dislikes and relate these to field of work (Strong Interest Inventory (SCI), Self-Directed Search (SDS)Gordon Occ. Checklist
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|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
khinchen