Introduction To Counseling An Art and Science Perspective 5th Edition Nystul Test Bank 1

Nystul, Introduction to Counseling Instructor Resource
Chapter 4: Assessment and Diagnosis
Introduction to Counseling An Art and

Science Perspective 5th Edition Nystul
Full download at link: https://testbankpack.com/p/test-bank-for-

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Multiple Choice
1. What resource offers many testing instruments and critiques of these assessments?
a. Educational testing services
b. Consumer reports
*c. Mental Measurement Yearbook
d. The Standards for Educational and Psychological Testing
Cognitive domain: Knowledge
Answer location: EVALUATION OF TESTS
Question type: MC
2. What type of validity pertains to test items covering specific concepts of interest?
*a. Content validity
b. Construct validity
c. Predictive validity
d. Criterion validity
Cognitive domain: Comprehension
Answer location: VALIDITY
Question type: MC
3. What type of validity measures how similar a test is to another measure purporting to measure the
same thing?
a. Content validity
b. Construct validity
c. Predictive validity
*d. Concurrent validity
Answer location: VALIDITY
Question type: MC
4. What type of reliability refers to administering equivalent forms to the individual on separate
occasions?
a. Test-retest
*b. Alternate forms
c. Split-half
d. Concurrent
Answer location: RELIABILITY
Question type: MC
5. Test “norms” refer to

a. what the client normally scores. b. the reliability of the client’s score.
*c. the comparison group for which test was developed.
d. how the highest scoring individual in the population would respond.
Answer location: NORMS
Question type: MC
6. What is it called when tests measure significantly different attributes than intended or claimed when
used with ethnic minorities?
*a. Measurement of different constructs
b. Inequitable social consequences
c. Differential predictive validity
d. Inappropriate standardization samples
Answer location: TEST BIAS
Question type: MC
7. The Multicultural Assessment Procedure enables us to

a. create challenges based on cultural differences.
b. identify cultural differences.
*c. address challenges associated with multicultural assessment.
d. conduct culture-free assessment.
Answer location: TEST BIAS
Question type: MC
8. The main difference between standardized and nonstandardized tests is that standardized tests have
a. instructions.
*b. norms.
c. control group.
d. self-administration.
Answer location: TYPES OF TESTS
Question type: MC
9. One disadvantage noted about standardized tests is that they often result in
a. incorrect results.
b. lack of information validity and reliability.

c. poor norms.
*d. labeling.
Answer location: STANDARDIZED MEASURES
Question type: MC
10. What is an advantage of nonstandardized tests?

a. Provides specific information about a client relative to a norm group
*b. Provides an individual approach
c. Contains information on validity
d. Contains information on reliability
Answer location: STANDARD MEASURES
Question type: MC
11. Aptitude tests measure

*a. one’s potential in a given area.
b. knowledge of previously learned material.
c. one’s potential personality.
d. behavioral functioning.
Answer location: STANDARDIZED MEASURES
Question type: MC
12. A “projective” personality assessment

a. is biased.
*b. often minimizes the need for language, making them good in multicultural settings.
c. is often misinterpreted by the counselor.
d. provides no benefit to the counseling setting.
Answer location: PERSONALITY INVENTORIES
Question type: MC
13. The counselor may notice the client display facial grimaces; this falls under what type of
observation?
a. Eye contact
b. Proxemics
c. Kinesics
*d. Facial expressions
Answer location: OBSERVATION
Question type: MC
14. Which is NOT listed as a benefit to diagnosing?

a. Allows communication among clinicians
b. Suggests treatment possibilities
*c. Creates a label and stigma
d. Can communicate information about etiology

Answer location: USES OF DIAGNOSIS
Question type: MC
15. A syndrome is considered a mental disorder if

a. a teacher or boss thinks an individual’s behavior is abnormal.
b. a caregiver is concerned enough about a loved one’s behavior.
*c. distress results socially, occupationally, or other areas.
d. the individual denies that the symptoms are disruptive to her or her functioning.
Answer location: DEFINITION OF MENTAL DISORDER
Question type: MC
16. The DSM-5 is

*a. sequenced from a life span–developmental perspective.
b. randomly ordered by symptoms.
c. ordered by neurological evidence.
d. sequenced by severity.
Answer location: THE DSM-5
Question type: MC
17. What areas need to be collected when assessing a client’s history?

a. History of symptom frequency and intensity only
*b. Social, familial, occupational functioning along with symptom history
c. Work and family history, but not symptoms
d. Only the medical history for client and family
Answer location: STAGE 2: TAKING THE CLIENT’S HISTORY
Question type: MC
18. What factor is NOT assessed in the mental status exam?

a. Appearance
b. Mood
c. Cognitive functioning
*d. Developmental history
Answer location: STAGE 3: CONDUCTING A MENTAL STATUS EXAM
Question type: MC
19. An application of Lazarus’ BASIC I.D. model element “sensation” would be which of the following
complaints?
a. “I am preoccupied with this decision”
b. “I feel sorry for my girlfriend”
c. “I am so angry at my boss”
*d. “I am shaking so much it is making me nauseated”
Cognitive domain: Application
Answer location: TREATMENT PLANNING

Question type: MC
20. An application of Lazarus’ BASIC I.D. model element “imagery” would be which of the following
client report?
a. “I feel that the future is hopeless”
*b. “I can picture myself succeeding”
c. “I have more experience than the other candidate”
d. “I feel strongly about this decision”
Question type: MC
21. What element in Lazarus’ BASIC I.D. model covers the biophysiological states?
*a. Drugs
b. Behavior
c. Interpersonal relations
d. Affect
Question type: MC
True/False
22. Standardized tests provide norms and include consideration of reliability and validity.
*a. True
b. False
Answer location: Standardized Measures
Question type: TF
23. An advantage to nonstandardized tests is that they foster an active role for the client in the
assessment process.
*a. True
b. False
Answer location: Standardized Measures
Question type: TF
24. Counselor’s observations are not considered objective and, therefore, should not be used in a formal
assessment.
a. True
*b. False
Question type: TF
25. The DSM-5 categories are sequenced from a life span–developmental perspective.
*a. True
b. False
Answer location: THE DSM-5
Question type: TF
26. During a mental status exam, a client’s current functioning is assessed in six areas.
*a. True
b. False
Question type: TF
27. Language and speech of the client are not concepts assessed by the counselor during a mental status
exam.
a. True
*b. False
Question type: TF
28. It is important to assess a client’s sleeping patterns and appetite to determine how they may be
affected by psychological symptoms.
*a. True
b. False
Answer location: STAGE 2: TAKING THE CLIENT’S HISTORY
Question type: TF
29. The DSM-5 has been revised to include a multi-axial system for assessing client functioning along a
variety of areas.
a. True
*b. False
Answer location: THE MULTIAXIAL AND NONAXIAL SYSTEMS
Question type: TF
Essay
30. What are three areas a counselor may assess through observation? Provide at least one example for
each.
Response needs to include mention of at least three of the following with an example for each: touch
(e.g. client refuses to shake counselor’s hand); proxemics (e.g. client sits far away from parent); kinesics
(e.g. client crosses his arms while talking); autonomic physiological behavior (e.g. quickness of breath);
vocal qualities (e.g. client is whispering); facial expressions (e.g. client is smiling when discussing sad
topic); and eye contact (e.g. client makes sporadic eye contact).
Question type: ESS
31. Describe two types of assessments and give examples for each.
Response needs to include mention of at least two of the following and an example for each:
Standardized tests (e.g. MMPI, WAIS); Interviews (e.g. structure); Observations (e.g. client appearance);
Sociocultural assessment (e.g. distressed community); Behavioral assessment (e.g. Child Behavioral
Rating Scale); Environmental assessment (e.g. economy and job market).
Answer location: TYPES OF TESTS
Question type: ESS
32. What are some advantages and disadvantages to standardized and nonstandardized tests?
Response needs to include mention of advantages of standardized tests as: objective information,
information relative to norm group, and has validity and reliability scales. Disadvantage to standardized
groups include: prone to bias; often results in labels; and can oversimplify. Advantages to
nonstandardized tests include: individualized approach; fosters an active role with client; can be
modified. Disadvantages of nonstandardized include: lacks validity and reliability scales; limits
generalizability; and no reference group.
Answer location: ACHEIVEMENT TESTS
Question type: ESS

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Nystul, Introduction to Counseling Instructor Resource

Chapter 4: Assessment and Diagnosis

Introduction to Counseling An Art and

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

5. Test “norms” refer to

7. The Multicultural Assessment Procedure enables us to

b. lack of information validity and reliability.

10. What is an advantage of nonstandardized tests?

11. Aptitude tests measure

12. A “projective” personality assessment

14. Which is NOT listed as a benefit to diagnosing?

d. Can communicate information about etiology

15. A syndrome is considered a mental disorder if

16. The DSM-5 is

17. What areas need to be collected when assessing a client’s history?

18. What factor is NOT assessed in the mental status exam?

Answer location: TREATMENT PLANNING

Question type: ESS

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