Duan, Becoming a Multicultural Competent Counselor Instructor Resource

Chapter 9

Becoming a Multiculturally Competent

Counselor 1st Edition Duan Test Bank

Full download at link: https://testbankpack.com/p/test-bank-for-

becoming-a-multiculturally-competent-counselor-1st-edition-by-
duan-and-brown-isbn-9781452234526-9781452234526/

Multiple Choice

1. Which of the following is not a stage in the “life span” model presented by D’Augelli (1994)?
a. exiting heterosexuality
b. developing a personal LGB identity
*c. immersion into LGB culture and identity
d. becoming an LBG offspring
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Lesbian, Gay, and Bisexual Identity Development (p. 224); Question Type: MC

2. The term ________________refers to individuals whose gender identity does not match their physical
gender.
*a. gender dysphoric
b. gender traditionalism
c. gender binarism
d. gender hermaphrodite
Learning Objective: Recognize and consider the relevance of gender and sexual orientation when
delivering psychological interventions; Cognitive domain: Comprehension; Answer location: Gender
Identity Development (p. 226); Question Type: MC

3. Transgender is an inclusive category that includes all of the following except____________________.

*a. undifferentiated gender
b. ambiguously gendered persons
c. female-to-male persons
d. transsexuals
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Transgender Identity Development (p. 226); Question Type: MC

4. Similar to minority sexual orientation, gender dysphoria is a ____________rather than a _________.

a. societal issue, personal issue
b. social issue, political issue
*c. natural aberration occurring within the population, pathology
d. unnatural occurrence, a natural aberration
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain:
Comprehension; Answer location: Transgender Identity Development (p. 226); Question Type: MC

5. Failure of counselor to consider the stress experienced by LGB clients due to homophobic bias and
antigay attitudes may result in __________________ regarding the cause and source of distress for GLB
individuals seeking counseling.
a. unbiased assessment
b. appropriate treatment
c. improved therapeutic outcomes
*d. unsubstantiated attributions
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Working Ethically and Effectively With Sexual Minorities (p. 227); Question Type: MC

6. To answer the question, “Am I gay/lesbian/bisexual/queer?” the counselor must have understanding
of what?
a. gay and lesbian culture
*b. related terms and definitions
c. her or his biases
d. client’s motive for asking the question
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Application;
Answer location: Training Issues (p. 227); Question Type: MC

7. _________________ on GLBT issues is critical to provide quality services to these populations.

*a. Systematic training
b. Single-diversity training
c. Nonunified training
d. Assessment training
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

Learning Objective: Recognize and consider the relevance of gender and sexual orientation when
delivering psychological interventions; Cognitive domain: Comprehension: Answer location; Training
Issues; Question Type: MC

8. _______________refers to the sex or sexes of persons to whom one is sexually and affectionately
attracted.
a. Sexual preference
*b. Sexual orientation
c. Gender identity
d. Sexual identity
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Lesbian, Gay, and Bisexual Identity Development (p. 228); Question Type: MC

9. The term __________________refers to Black men who have sex with men and women but who do
not self-identify as gay or disclose their same-sex attractions and behaviors.
*a. on the down low
b. queer
c. Black gay men
d. homosexual
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Sexual Orientation (p. 228); Question Type: MC

10. According to your text, all of the following are important in the lives of GLB clients and which
counselors will need to know about when providing services to this population
except___________________________.
a. GLB identity development
b. parenting
*c. frequency and quality of sexual encounters
d. romantic and family relationships
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Counseling Competencies (p. 230); Question Type: MC

11. To work effectively with LGBT clients requires specific__________, __________, and ________.
*a. knowledge, awareness, skill
b. knowledge, skill, application of skill
c. knowledge, assumption, skill
d. knowledge, aptitude, skill
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

Learning Objective: Recognize and consider the relevance of gender and sexual orientation when
delivering psychological interventions; Cognitive domain: Knowledge; Answer location: Lesbian, Gay,
and Bisexual Identity Development (p. 230); Question Type: MC

12. All of the following are specific areas of knowledge related to effective counseling with LGB clients
except_______________________.
a. family-of-origin issues
b. workplace issues
*c. substance use disorder
d. the coming out process
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Knowledge (p. 231); Question Type: MC

13. _______________refers to the counselor’s awareness and skill in knowing when to generalize and
be inclusive and when to individualize and be exclusive in working with culturally diverse.
a. Individualized and exclusive treatment
*b. Dynamic sizing
c. Personalization
d. Individualization
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain:
Comprehension; Answer location: Awareness (p. 231); Question Type: MC

14. ________________ is an example of an experiential exercise with a long history in counselor

training, as it has powerful and rewarding benefits in the development of skills, including those
necessary to work with GLB clients.
*a. Role-play
b. Parallel process
c. Complementary approach
d. The empty-chair technique
Learning Objective: Conceptualize clients’ concerns and understand their gender and sexual orientation
experiences even if they do not come to counseling to address those experiences, per se; Cognitive
domain: Knowledge; Answer location: Lesbian, Gay, and Bisexual Identity Development (p. 232);
Question Type: MC

15. When considering counselors’ attitudes it is suggested that practitioners _________.

*a. rethink their assumptions about gender and sexual orientation
b. become immersed in GLB culture
c. rely upon their initial biases to provide the truth in counseling
d. be ready to refer clients if those client to not align with societal norms
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Working With Nonbinary Gender Identity (p. 233); Question Type: MC

16. Which of the following is not a requirement for effective counseling with gender-variant clients?
a. multicultural professional identity
b. good consultation
*c. immersion in gender-variant culture
d. case management skills
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Working with Nonbinary Identity (p. 233); Question Type: MC

17. The “Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients” address all of the
following except________________.
a. attitudes toward GLB clients
b. diversity issues
c. ways to increase training on GLB issues
*d. GLB identity development models
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Sexual Orientation and Counselor Competency; Question Type: MC

18. According to the text, counselors must not assume that their GLB client’s problems are rooted in
their sexual orientation but instead must consider the extent to which those problems are the result
of_______________.
a. depression
b. their perceptions of others
*c. society’s negative reactions
d. clients’ negative reactions
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Counseling Competencies (p. 230); Question Type: MC

19. Counselors who believe in a traditional gender binary system are likely to believe
___________therapy is a necessary treatment option.
a. shock
*b. reparative
c. choice
d. cognitive-behavioral
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

Learning Objective: Recognize and consider the relevance of gender and sexual orientation when
delivering psychological interventions; Cognitive domain: Knowledge; Answer location: Working with
Nonbinary Gender Identity; Question Type: MC

True/False

20. Sexual orientation and gender identity are one and the same thing.
a. True
*b. False
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Understanding Sexual Orientation and Gender Identity (p. 224); Question Type: TF

21. The life span model of non-heterosexual-identity development consists of three identity processes.
a. True
*b. False
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Lesbian, Gay, and Bisexual Identity Development (p. 224); Question Type: TF

22. The early understanding of GLB identity development was reflected in different stage models that
captured the resolution of internal conflicts related to being GLB, but not the “coming-out” process.
a. True
*b. False
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Lesbian, Gay, and Bisexual Identity Development (p. 224); Question Type: TF

23. Gender identity is like pain in that it is undoubtedly felt but impossible to prove or display to others.
*a. True
b. False
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Gender Identity Development (p. 226); Question Type: TF

24. The process of gender identity development is a linear progression process. Each stage builds on the
previously completed stage until the final stage is achieved.
a. True
*b. False
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain:
Comprehension; Answer location: Lesbian, Gay, and Bisexual Identity Development (p. 225); Question
Type: TF

25. Unlike cultural identities, gender identities are myths that do not really exist.
a. True
*b. False
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain:
Comprehension; Answer location: Gender Identity Development (p. 226); Question Type: TF

26. According to research, there are differences in GLB identity development based on race and
ethnicity, social class, faith, and nationality.
*a. True
b. False
Learning Objective: Recognize and consider the relevance of gender and sexual orientation when
delivering psychological interventions; Cognitive domain: Knowledge; Answer location: Lesbian, Gay,
and Bisexual Identity Development; Question Type: TF

27. Gender dysphoria is pathological because it is an unnatural aberration that occurs within the
population.
a. True
*b. False
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Gender Identity Development; Question Type: TF

28. Counselors must affirm their gender-variant clients' unique identities, not solely help them to
alleviate the effects of shame and distress.
*a. True
b. False
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships.
Cognitive domain: Comprehension; Answer location: Working With Nonbinary Gender Identity;

29. Bringing clients’ stories to the professional literature by mental health professionals is an example of
social justice advocacy on behalf of gender-variant clients.
*a. True
b. False
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships.
Cognitive domain: Comprehension; Answer location: Working with Nonbinary Gender Identity; Question
Type: TF

Essay

30. Identify and briefly explain the three key components of multicultural competence necessary for
work with GLBT clients.
*a. The three key components of multicultural competency are knowledge, awareness, and skill.
Knowledge of GLB clients’ unique issues is foundational to effective services to GLBT clients. Other areas
of knowledge that GLBT-affirmative counselors have to have includes resources for the clients, terms
and concepts associated with the GLBT community, identity problems, coming-out process, lifestyle
issues, family-of-origin issues, parenting, couples relationship issues, religious conflicts, sexual identity,
and workplace issues. Awareness relates to the counselor’s understanding of self and others. The GLB
affirmative counselor has to be aware of her or his reactions to lesbian, gay, and bisexual issues to avoid
overt stereotype of clients and prejudices and bias against them. Awareness of others is also important
and includes empathic understanding and sensitivity to the common experiences of the GLBT
community. Such awareness helps the counselor to challenge negative stereotypes and use dynamic
sizing to promote positive treatment outcomes. Dynamic sizing refers to the counselor’s understanding
of when to generalize and when to individualize. Skill refers to the ability to utilize appropriate
assessment, intervention, and theory with GLBT clients. Areas that require use of specific skills include
how to encourage clients to establish a support network, helping clients to understand how systemic
oppression has affected them, eliminating shame associated with same-sex attraction, and facilitating
clients’ expression of emotions such as anger about being the victim of hate crime. Role-play is
identified as one of the most important ways to build skills for working with GLBT clients because it
enhances the development of interpersonal skills that the counselor needs in working with multicultural
clients.
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Counseling Competencies (pp. 230–233); Question Type: ESS

31. What training issues are raised in the text about working with the GLBT population?
*a. Training issues for effectively counseling GLBT clients include familiarity with terms and definitions
essential for appropriate therapeutic responses, lack of adequate training in preparation for work with
GLBT clients, social and cultural training and experiences. With regard to knowledge of terms and
definitions for appropriate responses, the example given in the text is excellent; if a client were to ask,
“Am I gay/lesbian/bisexual/queer?” it will be impossible to help the client answer such question if she or
he is unfamiliar or uncomfortable with the terminology. In which case, the counselor’s response may be
inappropriate and unhelpful to the client. The training issue has to do with the requirement by the
Duan, Becoming a Multicultural Competent Counselor Instructor Resource
Chapter 9

council for Accreditation of Counseling and Related Educational Programs (CACREP), that CACREP-
accredited counseling programs must include social and cultural diversity training and experiences in
their core curriculum. Such training must include sexual and gender identity competency as an essential
objective that aims to decrease homophobic prejudices and foster support for lesbian, gay, and bisexual
individuals.
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Training Issues (p. 227); Question Type: ESS

32. Differentiate between lesbian, gay, and bisexual identity development and gender identity
development.
*a. There are two GLB identity models presented in the text, the stage model and the life span model.
The stage model asserts that the GLB identity development begins with the use of multiple defense
strategies to deny personal feelings of attraction to same-sex individuals. Such denial often results in
negative consequences for their mental health. This initial denial is followed by acceptance of same-sex
feelings, followed by a period of experimentation with same-sex both emotionally and behaviorally. At
this point, individuals may experience an identity crisis at the end of the first same-sex relationship. At
the resolution of this crisis stage, the individual may move to acceptance of nonheterosexual feelings as
normal, which gradually leads to acceptance of lesbian or gay identity that is viewed as positive. The life
span model presents six identity processes of GLB identity development, exiting heterosexuality,
developing a personal LGB identity, developing an LGB social identity, becoming an LGB offspring,
developing an LGB intimacy status, and entering an LGB community. Gender identity is different from
GLB identity development in that it is about gender roles based on being male or female. Consequently,
gender means “one’s subjective sense of self” or “one’s self-identification as a man, woman, and
transgender, or some other categorization” (Duan & Brown, in press, p. 225). Understanding the
differences between sexual and gender identities requires that counselors should be careful not to draw
conclusions about clients’ sexual orientation based on the conventional gender binary conceptualization
of male and female.
Learning Objective: Understanding the relevance of gender and sexual orientation statuses (for both the
counselor and clients) in establishing effective therapeutic relationships; Cognitive domain: Knowledge;
Answer location: Gender Identity Development (pp. 224–226); Question Type: ESS