study
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | 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 | show 🗑
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| Psychoanalytic Theory | show 🗑
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| show | 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) | show 🗑
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| 5 Stage Psycho-Social Theory of Voc. Development | show 🗑
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| show | 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) | show 🗑
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| show | individual is in actual work situations, some that fit others don't. an occupation is chosen
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| show | 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) | show 🗑
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| Eli Ginzberg (Developmental Theory of Career Choice) | show 🗑
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| show | 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) | show 🗑
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| show | focus on available careers and evaluation/benefits of different careers. builds upon previous stages
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| show | different personality types are best suited to different careers
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| show | Eli Ginzberg
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| Personality-Type Theory | show 🗑
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| show | Realistic, Investigative, Social, Conventional, Enterprising, Artistic
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| Realistic | show 🗑
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| Investigative | show 🗑
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| Conventional | show 🗑
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| show | adventurous,challenging environment. extroverts,enjoy power,dominance...business and supervisor roles...dislike realistic
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| show | working with people in helping,teaching,serving capacity,like being around others..dislike realistic
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| show | good with creative/self-expression...music,drama,literature...dislike conventional
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| Psychoanalysis (Sigmund Freud) | show 🗑
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| Sigmund Freud | show 🗑
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| show | Oral(birth-1)
Anal(1-2)
Phallic(3-5)
Oedipus/Electra Complex
Latency Period (6-12)
Genital (puberty on)
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| show | Id (pleasure principle)
Ego (reality principle)
Superego (moral principle)
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| Freud's Topographical Model | show 🗑
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| show | 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) | show 🗑
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| Major Constructs | show 🗑
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| show | 4 functions: thinking,feeling,sensation,intuition
2 attitudes:
introversion,extroversion
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| Individual Psychology (Alfred Adler) | show 🗑
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| Erik Erikson | show 🗑
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| show | 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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| show | Social and Cultural Psychoanalysis
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| show | Humanistic Psychoanalysis
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| Traits Approaches to Personality | show 🗑
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| Gordon Allport | show 🗑
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| Hans Eysenck | show 🗑
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| Raymond Cattell | show 🗑
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| Cognitive Perspectives | show 🗑
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| George Kelley | show 🗑
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| show |
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| show |
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| show | Importance of Self-Actualization
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| Carl Rogers | show 🗑
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| show | Existential Analysis
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| Learning Theories | show 🗑
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| show | 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) | show 🗑
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| Social Learning | show 🗑
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| show | Social Learning
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| B.F. Skinner | show 🗑
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| show | Classical Conditioning
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| operant learning (2) (stimulus-response theory) | show 🗑
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| show | if behavior results in pleasant stimulus(consequence)the behavior is positively reinforced and will increase in frequency
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| show | removal of an undesired,unpleasant, problematic,negative stimulus(such as pain)
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| show | 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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| show | observe interactions in environments, learn from these observations
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| nominal | show 🗑
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| ordinal | show 🗑
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| show |
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| mean | show 🗑
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| show | middle
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| mode | show 🗑
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| show |
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| show | highest score minus lowest score plus one
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| exclusive range | show 🗑
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| show | average of the squared deviation scores from the mean distribution divided by number of observations(N)
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| standard deviation | show 🗑
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| show | number of actual points scored.
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| standard scores | show 🗑
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| z-scores | show 🗑
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| t-scores | show 🗑
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| show | percentile rank of 85 means performance was equal to or better than 85% of people taking test
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| show | bell curve.mean is directly in center, standard deviations pall at know percentiles along curve
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| bimodal distribution | show 🗑
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| show | positively skewed has tail extended toward right(higher values) negatively skewed tail to left(lower values)
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| show | the resulting score a person obtains when taking a test
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| show | for every test given, a SEM(a number) must be considered and subtracted out
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| true score | show 🗑
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| show |
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| correlation | show 🗑
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| show | used with interval scale numbers
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| show | designed to predict a single dependent variable using correlations obtained with a number of other variables
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| stepwise multiple regression | show 🗑
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| show | 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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| show | 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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| show | 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 | show 🗑
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| show | 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 | show 🗑
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| show | one person studied, but may cross validations of procedures with other single subjects
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| show |
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| longitudinal case study | show 🗑
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| show | factor being measured and free to vary within diff. levels of the independent variable being studied
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| show | may or may not have relationship to values taken by the dependent variable
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| show | 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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| show | means null hypothesis was mistakenly taken as false when in fact it was true
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| show | null hypothesis was taken as true when it was false
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| show | probability value set for concluding there are in fact differences in the studied data not due to chance
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| show | group of subjects being studied
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| population | show 🗑
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| generalizability | show 🗑
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| show |
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| show | test measures consistently
(a reliable measurement is not necessarily valid)
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| show | test measures what it claims to measure (valid measure of a construct will also be a reliable one)
🗑
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| show | 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 | show 🗑
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| show | 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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| show | 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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| show |
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| parallel form reliability | show 🗑
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| show | 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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| show | 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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| show | when a test has wide acceptance as a means for measuring a construct
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| show | 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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| show | 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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| show | measure how much was actually learned after the training/education was received (GED,WRAT-R)
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| show | 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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|
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| vocational interests | show 🗑
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| 1935 Social Security Act | show 🗑
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| 1936 Randolph-Sheppard Act | show 🗑
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| 1938 Wagner-O'Day Act | show 🗑
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| show |
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| show |
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| show |
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| 1918 Soldier's Rehabilitation Act | show 🗑
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| Voc. Rehab. Act Amendments of 1954 | show 🗑
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| Voc. Rehab. Act Amendments of 1965 | show 🗑
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| show |
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| Title V Section 501 | show 🗑
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| Title V Section 502 | show 🗑
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| Title V Section 503 | show 🗑
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| Title V Section 504 | show 🗑
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| Rehab. Act Amendments of 1974,'76,'78 | show 🗑
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| show |
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| show |
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| Workforce Investment Act and Rehabilitation Act Amendments of '98 | show 🗑
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| Title I (Employment) | show 🗑
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| show |
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| show |
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| Title IV (Telecommunications) | show 🗑
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| show |
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| Workers Compensation (Purposes) | show 🗑
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| show |
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| Assumption of Risks | show 🗑
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| show |
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| show |
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| Workers Compensation (Benefits) | show 🗑
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| show |
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| show |
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| Permanent Total Disability (PTD) | show 🗑
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| show |
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| Permanent Partial Disability (PPD) | show 🗑
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| Workers Compensation (Methods of Insurance) | show 🗑
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| show |
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| show |
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| Evaluation and Assessment | show 🗑
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| Vocational Rehabilitation Plan Development | show 🗑
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| Service Delivery and Coordination | show 🗑
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| show |
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| Follow-Up | show 🗑
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| Rehabilitation Process (VR Case Service Process) | show 🗑
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| show |
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| Steps in Employability Planning | show 🗑
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| show |
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| show |
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| Job Placement Theory Selective Placement (aka Directive Placement) | show 🗑
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| show |
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| Sources for Job Leads | show 🗑
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| show |
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| show |
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| show |
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| show |
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| Somatopsychology | show 🗑
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| show |
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| show |
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| Nonmaleficence | show 🗑
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| show |
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| Fidelity | show 🗑
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| Dual Relationships | show 🗑
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| show |
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| Unconditional Positive Regard (Nonpossessive Warmth) | show 🗑
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| show |
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| The ABC Model (REBT) | show 🗑
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| show |
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| show |
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| show |
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| Reality Therapy William Glasser | show 🗑
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| show |
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| Reality Therapy Focus | show 🗑
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| Adlerian Therapy Alfred Adler | show 🗑
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| Transactional Analysis (T.A.) Eric Berne | show 🗑
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| Levels of Analysis (T.A.) | show 🗑
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| 4 positions of T.A. | show 🗑
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| show |
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| show |
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| show |
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| Existential Therapy (2) | show 🗑
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| show |
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| Existential Therapy (Rollo May) | show 🗑
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| Existential Therapy (Irvin Yalom) | show 🗑
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| Carl Jung (2) | show 🗑
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| Carl Jung (4) | show 🗑
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| Carl Jung (5) | show 🗑
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| Psychodynamic Theory in the Present (1) | show 🗑
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| Gestalt Therapy (2) | show 🗑
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| Gestalt Therapy (4) | show 🗑
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| show |
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| Complexes (Jung) | show 🗑
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| Self-Actualization (Perls) | show 🗑
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| Projection,Retroflection,Introjection,Confluence (Perls) | show 🗑
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| Gestalt Therapy (5) | show 🗑
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| Psychotherapy (2) | show 🗑
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| Psychotherapy (4) | show 🗑
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| Research Agendas (Psychology and Psychotherapy) | show 🗑
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| Evidence-Based Practice (EBP) | show 🗑
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| Humanism | show 🗑
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| Psychological Paradigm | show 🗑
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| Systemic-Relational Paradigm | show 🗑
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| Three Waves of Psychotherapy | show 🗑
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| Individuation (Jung) | show 🗑
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| Family Models | show 🗑
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| Structural Family Therapy (Minuchin) | show 🗑
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| Strategic Family Therapy (Haley;Madanes) | show 🗑
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| Conjoint Family Therapy (Satir) | show 🗑
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| Second-Order Change (family therapy) | show 🗑
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| social constructionism | show 🗑
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| Solution-Oriented Therapy (O'Hanlen,Weiner-Davis) | show 🗑
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| Collaborative Language Systems (Anderson) | show 🗑
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| Reflecting Teams (Andersen) | show 🗑
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| Behavioral Group Approach | show 🗑
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| Accommodations | show 🗑
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| Cluster Sampling | show 🗑
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| Quantitative Research | show 🗑
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| Qualitative Research | show 🗑
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| True experimental | show 🗑
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| show |
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| universal design | show 🗑
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| 1990 ADA | show 🗑
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| 1992 ADA amendment | show 🗑
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| t-group | show 🗑
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| abandonment | show 🗑
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| actualization | show 🗑
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| acute condition | show 🗑
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| addiction | show 🗑
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| assistive technology | show 🗑
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| awfulization | show 🗑
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| blaming | show 🗑
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| Career development | show 🗑
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| Case management | show 🗑
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| chronic condition | show 🗑
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| closed group | show 🗑
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| norms (group) | show 🗑
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| cohesion phase (group) | show 🗑
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| teamwork problems | show 🗑
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| confrontation (group) | show 🗑
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| consensualizing | show 🗑
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| counter transference | show 🗑
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| genogram | show 🗑
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| structure of spinal cord | show 🗑
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| dichotomy | show 🗑
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| disengagement-oriented | show 🗑
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| distressed identification (Siller) | show 🗑
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| emotional flooding | show 🗑
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| empowerment | show 🗑
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| empty chair (Gestalt) | show 🗑
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| hot seat (Gestalt) | show 🗑
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| enactment (family therapy) | show 🗑
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| show |
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| engagement-oriented | show 🗑
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| ex post facto | show 🗑
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| SSI | show 🗑
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| SSDI | show 🗑
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| extended support employment setting | show 🗑
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| show |
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| failure identity | show 🗑
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| Family Medical Leave Act (1993) | show 🗑
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| fidelity | show 🗑
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| figure ground relationship (Gestalt) | show 🗑
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| forced choice test | show 🗑
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| forensic rehabilitation | show 🗑
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| free association | show 🗑
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| show |
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| Functional Assessment Inventory (FAI) | show 🗑
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| functional capacity | show 🗑
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| show |
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| show |
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| show |
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| generalized rejection (Siller) | show 🗑
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| Genetic Information Nondiscrimination Act (GINA) | show 🗑
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| grounded theory | show 🗑
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| handicap | show 🗑
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| Harlow | show 🗑
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| Health Insurance Portability and Accountability Act (HIPPA) 1996 | show 🗑
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| hemiparesis | show 🗑
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| show |
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| show |
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| hospitalism | show 🗑
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| human capital theory | show 🗑
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| show |
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| impairment | show 🗑
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| show |
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| show |
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| incongruous hierarchy | show 🗑
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| independent living paradigm | show 🗑
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| individual practice association program | show 🗑
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| show |
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| inductive logic | show 🗑
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| inferred emotional consequences | show 🗑
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| info. in a treatment plan | show 🗑
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| show |
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| Integrated employment setting | show 🗑
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| intensive case management | show 🗑
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| intensive outpatient case management | show 🗑
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| show |
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| show |
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| joining | show 🗑
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| show |
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| show |
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||||
| show |
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| show |
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| show |
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|
||||
| Myers-Briggs Type Indicator (MBTI) | show 🗑
|
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| mimesis (family therapy) | show 🗑
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| show |
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| show |
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| show |
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|
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| musterbation (Ellis) | show 🗑
|
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| career counseling tests | show 🗑
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| show |
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|
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| show |
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| show |
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|
||||
| paradoxal stage of pain response | show 🗑
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| show |
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||||
| show |
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||||
| show |
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|
||||
| Plan to Achieve Self Support (PASS) | show 🗑
|
||||
| show |
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|
||||
| positioning | show 🗑
|
||||
| positive group actions | show 🗑
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| probing | show 🗑
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||||
| show |
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|
||||
| quadriplegia | show 🗑
|
||||
| Rene Spitz | show 🗑
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| repression | show 🗑
|
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| reversibility | show 🗑
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||||
| Rorschach | show 🗑
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| job matching | show 🗑
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| show |
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|
||||
| show |
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|
||||
| show |
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|
||||
| show |
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|
||||
| show |
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|
||||
| attacker (group) | show 🗑
|
||||
| show |
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|
||||
| Halo effect | show 🗑
|
||||
| Occupational Information Network O*NET | show 🗑
|
||||
| storyteller (group) | show 🗑
|
||||
| Ticket to Work & Workforce Incentives Improvement Act (TWWIIA) | show 🗑
|
||||
| show |
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|
||||
| TIA transient ischemic attack | show 🗑
|
||||
| top dog/underdog (Gestalt) | show 🗑
|
||||
| show |
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|
||||
| transferable skills analysis | show 🗑
|
||||
| Trial Work Period | show 🗑
|
||||
| show |
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|
||||
| United States Dept. of Veterans Affairs (VA) | show 🗑
|
||||
| basic actions according to CRCC | show 🗑
|
||||
| stages in group development | show 🗑
|
||||
| 4 stages of group progression | show 🗑
|
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| 5 stages of group | show 🗑
|
||||
| show |
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|
||||
| show |
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|
||||
| show |
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|
||||
| show |
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|
||||
| stages of adjustment to disability | show 🗑
|
||||
| show |
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|
||||
| show |
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|
||||
| 3 types of arbitrators | show 🗑
|
||||
| 2 categories of US Labor Dept | show 🗑
|
||||
| factors in a labor market survey | show 🗑
|
||||
| NRA | show 🗑
|
||||
| show |
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|
||||
| show |
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|
||||
| where can person find info. on occupations | show 🗑
|
||||
| work conditioning | show 🗑
|
||||
| Self-Directed Search | show 🗑
|
||||
| Vocational Preference Inventory | show 🗑
|
||||
| show |
🗑
|
||||
| show | 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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|
||||
| show | 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.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
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Created by:
khinchen